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González, Carlos. "University Teachers’ Experiences of Teaching in Blended Learning Environments." University of Sydney, 2009. http://hdl.handle.net/2123/6401.
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Doctor of Philosophy (PhD)<br>This research is about university teachers’ experiences of teaching in blended learning environments. In recent years, this type of environments has become increasingly common. Universities have realised the value of the incorporation of eLearning, making teaching more professional and offering higher quality learning experiences. At the same time, pressures from students, who use online resources for many of their everyday activities, and employers, who want future professionals to be skilled information technology users, have also promoted the up-take of eLearning. In this context, the present research took a relational approach to investigate what university teachers think eLearning is good for in their teaching, how they approach teaching when eLearning is involved, and how their perception of the teaching situation affects the use of eLearning. Associations between these elements were also explored. The research had a qualitative and a quantitative stage. In the qualitative stage, 18 university teachers, coming from two research-intensive Australian universities were interviewed. This stage focused on conceptions, approaches and perceptions of the teaching situation; both considering teaching in face-to-face settings and using eLearning. In the quantitative stage, 86 university teachers answered a web-based survey. Three questionnaires were used to explore associations between approaches and perceptions: the ‘approaches to teaching’ inventory, the ‘perception of the teaching situation’ questionnaire, and the ‘approaches to teaching using eLearning’ questionnaire. The last one was developed from the results of the qualitative stage of this research. Results showed that conceptions of teaching ranged from being focused on content and information to being focused on learning and the student. Conceptions of teaching using eLearning showed variation from being focused on information to being focused on communication and collaboration. Conceptions of blended teaching were proposed to emerge from associations between conceptions of teaching and conceptions of teaching using eLearning. In relation to approaches, results showed that approaches to teaching ranged from being focused on content and the teacher to being focused on learning and the student. Approaches to teaching using eLearning varied from being focused on transmission of information to being focused on communication and collaboration. As in the case of conceptions, approaches to blended teaching were also claimed to emerge from associations between approaches to teaching and approaches to teaching using eLearning. Regarding elements influencing teaching, seven factors emerged in relation to approaches to teaching using eLearning: ‘control of teaching’, ‘institutional strategy’, ‘technical support’, ‘pedagogical support’, ‘amount of time needed’, ‘teacher’s skills for eLearning’ and ‘students’ ability and willingness to using eLearning’. Factors influencing teachers’ general perception of their teaching situation were ‘control of teaching’, ‘institutional support’ and ‘students’ characteristics’. Associations between conceptions, approaches and perceptions were explored through ‘teaching profiles’ and ‘orchestrations’ Teaching profiles referred to systematic associations between conceptions and approaches to teaching in face-to-face and online teaching. Three blended teaching profiles emerged: ‘systematically information focused’, ‘dissonant’ (with 5 variations) and ‘systematically learning focused’. Blended teaching profiles associated with perceptions of the teaching situation and teachers’ characteristics led to ‘teaching orchestrations’. Three orchestrations emerged: ‘consonant (information focused) and coherent’, ‘dissonant and coherent’ and ‘consonant (learning focused) and coherent’. Results of the quantitative stage tended to support prior qualitative findings, and also identified ‘incoherent’ associations between approaches to teaching and perceptions of the teaching situation, which had not emerged in the qualitative study. Results of this research were claimed to have practical implications in terms of academic development, the management of teaching and eLearning, and the practice of teaching. In relation to academic development, it was proposed that programs focused on expanding university teachers’ awareness about ways of incorporating eLearning into on-campus education rather than only providing ‘technical’ skills are generated. In relation to management of teaching and eLearning, it was proposed that favourable conditions should be set up for the teachers to perceive they are supported for the incorporation of eLearning into their teaching. Finally, in relation to the practice of teaching, it was proposed that teachers incorporate learning tasks aligned with the communication-collaboration focused approaches to teaching using eLearning, such as blended discussions or knowledge building tasks.
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Skelton, David J. E. "An investigation into the learning environments of blended delivery (e-learning and classroom) in a tertiary environment." Curtin University of Technology, Science and Mathematics Education Centre, 2007. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=18577.
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This thesis describes research investigating the learning environment of tertiary students undertaking their studies through a mixture of online learning management systems and traditional tertiary classroom delivery. A review of the literature examined traditional learning environments, pure online virtual environments and more recent literature pertaining to a blended environment. The examination of student and staff perceptions of learning environments in different contexts served to generate recommendations to help tertiary teachers optimise online and traditional teaching practices within a mixed-mode environment. Students' experiences of their learning environment were discovered through quantitative and qualitative methods. Quantitative data on students' experiences were gathered by using an adapted version of the Web-based Learning Environment Instrument (WEBLEI). Qualitative data on students' experiences were collected by discussion questions added to the WEBLEI survey. Qualitative data on the use of online and blended learning environment experiences by tertiary staff were gathered by email and supplementary interviews. The study synthesised results from these multiple sources within a tertiary institute environment and made recommendations and gave insight into optimal blended learning environments within the tertiary sector. Overall, the study provided a perspective on the psychology and strategic view of the learning environment for the future tertiary institute.
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Hamann, Dick T. "The Construction and Validation of an M-Learning Framework for Online and Blended Learning Environments." NSUWorks, 2015. http://nsuworks.nova.edu/gscis_etd/38.
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With the wide adoption of mobile technologies, new opportunities exist with regard to how these technologies can be used to support teaching and learning. However, there is limited empirical evidence on the use of mobile learning (m-learning) frameworks that support adult students in online and blended learning environments and consider ways to support administrators, faculty, and students in the adoption of mobile technologies for teaching and learning.
The goal was to develop and validate an m-learning framework capturing the administrative, communication, and instructional elements that must be considered when integrating m-learning technologies to support adult community college students. Using design and development research methods, an m-learning framework was constructed and validated. Based on the literature review and the results of the data analysis, the framework was developed and included three sections: major categories; needs within categories; and attributes of the needs. Each section is composed of at least one of those major categories: section 1 composed of Access and Security; section 2 composed of Applications and Instructional Materials; and section 3 composed of Control and Monitoring Systems. Combined, all three sections account for five major categories. The final m-learning framework was design to include specific guidelines to help administrators and faculty make decisions about the adoption of m-learning technologies to support teaching and learning in online and blended learning environments.
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Copp, Susan E. "Critical Thinking in a Gifted Education Blended Learning Environment." Ohio University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1479131245930239.
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Roff, Kimberly. "An examination of student satisfaction in blended learning environments| A mixed methods study." Thesis, State University of New York Empire State College, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10258051.
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<p> Researchers have studied blended learning environments, but few focused-on student satisfaction in these environments. This mixed methods study addresses this gap in literature by focusing on how student satisfaction is viewed in blended learning environments. The conceptual framework is based upon research that discusses both face-to-face and online environments, which make a key argument for blended learning. This framework is community and inquiry. In conjunction with this, the study relied on the multimodal model that examines different learning environments. A mixed methods study design was conducted using surveys. A sample of 20-25 students from blended undergraduate courses were used. Data was analyzed using open and axial coding in order to identify emergent themes. The main findings indicated that students were satisfied with blended learning environments because they are flexible and convenient. Some of the areas that participants indicated there was dissatisfaction were: nothing, disconnection, and technology.</p>
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Schmidt, Joel T. "Preparing Students for Success in Blended Learning Environments: Future Oriented Motivation and Self-Regulation." Diss., lmu, 2007. http://nbn-resolving.de/urn:nbn:de:bvb:19-65617.
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de, Salvador de Arana Núria. "Improving Self-Regulation for Learning in EFL Writing in Secondary Education in Blended Environments." Doctoral thesis, Universitat de Barcelona, 2018. http://hdl.handle.net/10803/650340.
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This study aims at improving English as a Foreign Language (EFL) writing instruction at secondary level by implementing a blended instructional design that may foster self-regulation through public online learning diaries (Diaries) and formative feedback in a wiki device in combination with face-to-face (F2F) instruction. Also, all elements are interwoven in the assessment program strongly supported by personalised feedback.
In Part I, comprehending chapters 1 to 4, we provide the general theoretical framework for this research, which is based on a competence approach to compulsory education that the countries in the EU have adopted. Our aim is helping students to improve in three of the eight key competences (European Parliament, 2006): Learning Foreign Languages, ICT and Learning to Learn. First, we have reviewed and contextualised what the literature says about EFL writing and different approaches to teaching it and discussed the role of grammar, vocabulary and multimodality pathways in learning to write in a foreign language.
Then, we have reviewed the literature on self-regulation for learning (SRL) and self-efficacy and the effects that a public design can have on vicarious learning. We have appraised the role of Diaries, feedback and assessment to improve SRL. Subsequently, we have discussed Diaries in EFL writing in a blended design, and how they can help us improve the students’ autonomy in learning. This literature review leads us to formulate our basic assumptions for the instructional design that we will put to the test.
From this review, we conclude that a Diary which integrates cognitive, metacognitive and free writing tasks is a suitable tool for EFL writing instruction and ongoing authentic assessment activities with interactive formative feedback to observe and improve self-regulation strategies. Additionally, a public design can act as a basic form of dialogic feedback, even if what students do is lurking at what other students are doing.
In Part II, comprehending chapters 5 to 7, we state the three goals of our research to evaluate an instructional design grounded on literature findings that we developed to improve English as a foreign language (EFL) writing instruction in context. We describe the three main components of the learning diary (Diary) and the writing assignments. We study an EFL class of 10thgraders, aged 15 to 16, at a working-class state school in Barcelona and their English teacher, who was a long-experienced professional, newly arrived at that school. There were 26 students in this class (15 boys and 11 girls), of which we selected six (two strong, two average and two weak ones) for close observation.
The instructional design combined face-to-face (F2F) teaching following a textbook with an online platform (a wiki) where students completed the Diary and a variety of writing assignments, with the online supervision of the teacher who provided personalised on-site feedback. In the Diary, and mostly as homework, students had to show their capacity to manage learning strategies and writing competence. In the first place, students had to file F2F instruction and produce examples of use of grammar and vocabulary in the form of sentences (cognitive tasks). Secondly, they had to monitor and correct their writing productions (metacognitive assignments) after the teacher had provided personalised feedback on them. She also developed a system of engagement rewards to incentive correct procedures and participation.
In part III (Chapters 7-10) we present the results to our research questions. In Chapter 7 we depict the results concerning goal 1. We observe the activity in the online PWS and the students’ and teacher’s perception of it. In the first place, we consider the temporal dimension of the Diary. Then we move on to study how well the students completed it by task, student and term. Next, we study the writing assignments completion by task and term. Fourthly, we consider the positive and negative effects of the online platform. Finally, we deal with the teacher and students’ views of the PWS.
Chapter 8 is devoted to feedback. We analyse the amount and characteristics of the teacher’s feedback depending on the task, as well as its timing for both the Diary and the writing assignments. We also consider the nature of conversations in the PWS. To conclude, we focus on the students’ views on feedback
Results for goal 3 are exposed in chapter 9, which analyses in which ways the students’ actions and perceptions in the PWS evolved. In the first place, we ask ourselves which improvements can be reported in the Diary. Secondly, we look at the connections between the Diary and the writing assignments. Thirdly, we observe improvements in the writing assignments, comparing the teacher’s marks to external control measures, such as the state exam and the Write & Improve tool. Finally, we consider the teacher and students’ views.
A final chapter 10 gathers a panoramic interpretive reading of each of the selected students and the teacher as to draw their learning profiles. For each of the six selected students, we consider their views on the PWS and the writing and feedback impact on them.
In part IV we discuss our findings. About the PWS (goal 1), online designs can set students in action, but the technical problems some students face may cause frustration. It also confirms that stronger students are better at SRL, but their agency may not always be directed towards learning. If weaker students are more SRL focused, the chance is that they will advance more. Scarce metacognitive knowledge, low self-efficacy and lack of motivation make progress slow. Students will favour cognitive tasks over metacognitive, which are not adequate in compulsory education when they were based in understanding what the teacher said instead of in what they understood. Teachers need to plan supervising controls to ensure that students do not leave everything for the last minute, and can pay attention to the teacher’s corrections at different moments.
Students did not like that the Diary was compulsory, and they did not like that it was public either, but their perceptions concerning the latter improved significantly, and they used each other’s productions as guidance. The Diary was a threat to average and weak students because it was hard work which, if not done, meant failing the term. The wiki’s lack of popularity was strengthened by technical problems.
For goal 2, the teacher’s strategy to provide unfocused, indirect, personalised feedback was not appropriate because it meant a lot of work and did not make some of the students respond to it. The fact that it was timely could not solve the design flaw that it was delivered at the end of the term. These students were the same that show low interest for the design (Darío(a)) or weak students with low metacognitive strategies and linguistic knowledge. So, the students who needed it more (although Mariana(a) became an exception) were the ones who used it less. The students’ perception of feedback was positive enough, but somehow unconscious of the effort it meant to the teacher.
For goal 3, when we study the students’ performance in the Diary in some depth, we observe that some students used agency for purposes other than learning, and this behaviour is not related to their linguistic knowledge, but bears relation to how much they make sense of a task and the characteristics of the assessment program. Students did not make sense of the cognitive part of the Diary because the sentences they wrote were not connected with the writing assignments. Furthermore, feedback that focuses only in WCF or sentences rather than paragraphs is not appropriate to teach EFL writing, because such input only addresses one aspect of the overall writing ability. Students value the sentences they wrote in the vocabulary task significantly worse at the end than they did at the beginning of the year. However, they value significantly better that the Diary is an efficient tool to learn English. As for its metacognitive part of the Diary, results were poor when the students were not capable of noticing for themselves what they had learnt, but depended on metacognitive explanations from the teacher which they often did not understand.
Students expressed that they liked writing more when they could freely choose what to write about, and this perception improved significantly at the end of the school year. But results show that when students are free to write what they please, the use of translators increases. For this reason, designing tasks that makes them use the vocabulary and grammar they have just been taught would give more meaning to instruction and avoid the dangers of technical cheating. Rich environments where students are exposed to a lot of input (such as films in English subtitled in English) promote EFL writing, especially when the students are asked to carry out a diversity of tasks that stretch for some time.
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Halverson, Taylor David. "Improving blended learning environments for biblical studies applications of the "innovations in distance education" theory /." [Bloomington, Ind.] : Indiana University, 2006. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3238499.
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Thesis (Ph.D.)--Indiana University, Dept. of Instructional Systems and Technology and Religious Studies, 2006.<br>"Title from dissertation home page (viewed July 12, 2007)." Source: Dissertation Abstracts International, Volume: 67-10, Section: A, page: 3695. Adviser: Charles M. Reigeluth.
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Shaw, Joanna G. "A Study of Student's Perceptions of Blended Learning Environments at a State-Supported Postsecondary Institution." Thesis, University of North Texas, 2010. https://digital.library.unt.edu/ark:/67531/metadc28475/.
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The purpose of this study was to conduct exploratory research regarding students' perceptions of blended learning environments at a state supported postsecondary institution. Specifically investigated were students' overall perceptions of blended learning environments, the reasons they chose to take a blended course, and whether generational differences existed in students' affected perceptions. An electronic survey was distributed to students enrolled in blended learning courses at the end of the spring 2009 term.
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Rotich, Philip. "Graduate Student Attitudes toward Different Instructional Approaches within Face-to-Face, Online, and Blended Learning Environments in a Public Four-Year Institution of Higher Learning." Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etd/2268.
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This study compared graduate student attitudes toward different instructional approaches within online, blended, and face-to-face courses in a public institution of higher learning. The participants completed an online survey questionnaire that was designed by the researcher using 4 learning theories in education: behavioral, cognitive, constructivism, and humanistic (Merriam, Caffarella, & Baumgartner, 2007) approaches toward teaching and learning. There were 210 total responses from graduate students enrolled during 2013 spring semester. There were more female (71.4%) than male (28.6%) students who responded. Previous studies have compared face-to-face (F2F) and online methods of instructions and have shown mixed results. Whereas some studies have shown F2F instructional methods as favorable to students, others found no differences between F2F and online methods. This study was guided by 4 research questions. Analysis of variance (ANOVA) and t test statistical procedures were used to analyze the data. The findings of this study showed significant differences in students’ preference in instructional methods and in instructional approaches (behavioral, humanistic, cognitive, and constructivist). The study found that full-time graduate students tended to prefer F2F instructional methods, while part-time students preferred online methods. Additionally younger students (< 35 years) reported stronger preference for F2F methods of instruction than older students (> 36 years) in cognitive and constructivist instructional approaches with no significant differences by age for behavioral and humanistic instructional approaches.
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Mimirinis, Mike. "On the relationship between student approaches to learning and the use of technology in blended learning environments : a cross-case study analysis." Thesis, Middlesex University, 2013. http://eprints.mdx.ac.uk/13888/.
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As blended learning becomes ever more pervasive in the context of technological advances claimed to enhance learning, it is important to evaluate the impact of these advances on the quality of student experiences. Early phenomenographic research in academic, face-to-face environments extracted qualitatively different characteristics of student approaches to learning and revealed associations between approaches to learning and the quality of learning outcomes. Relatively little, however, is currently known about the attributes of these approaches in blended learning environments where online facilitation and resources supplement face-to-face teaching. The thesis therefore aims to explore the relationship between student approaches to learning (deep, strategic, surface) and the use of technology in blended settings. The research question was addressed by conducting four case studies across distinct subject areas in a single higher education institution. The findings were analysed within each case study and subsequently across all four studies to expose their relatability. The results show that the existence of a student-centred approach to teaching can induce extended use of selected facilities in the online environment by students who adopt a deep approach. Similarly, a strategic approach can be consistent with higher level of online activity, provided that the teacher approach places significant emphasis on assessment and student achievement. The current cross-case analysis makes a two-fold contribution: firstly, it underlines the relational nature of student approaches to learning when using technology in blended learning settings; secondly, it indicates that teacher approaches to teaching in the face-to-face context can impact more on student approaches to learning online than any features of the technology per se. The implications of these assertions are discussed in terms of disciplinarity, teaching and programme design, and the quality of student experiences in a changing university landscape.
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Chandra, Vinesh. "The impact of a blended web-based learning environment on the perceptions, attitudes, and performance of boys and girls in junior science and senior physics." Curtin University of Technology, Science and Mathematics Education Centre, 2004. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=15943.
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In some classrooms, teaching methods have evolved little over the years. Enrolments in subjects like science have progressively declined and the persistent use of traditional teaching methods has often been held responsible for this. In less than a decade, the Internet has emerged as a potential tool to vary classroom routines, however, its use in high school science classrooms is still in its infancy. In this study, Getsmart, a website was developed and implemented in junior science and senior physics classrooms in a blended learning environment in a Queensland State High School. The study had three main objectives amongst others. The first aim was to study the impact of such an environment on students' perceptions. Secondly, the impact of such an environment on students' attitudes towards physics and junior science was studied. Finally, the research sought to investigate the effect of such an environment on their learning outcomes. Getsmart was developed on the principles of cognitive apprenticeship teaching model (Collins, Brown, & Newman, 1989). During the research phase, the website was accessed by students once a week during class time. They also had the option to login in their own time at school (e.g., morning tea, lunchtime, before and after school) and at home. The research was conducted as a case study over two years and during this time, 406 students in junior science and physics participated. Students' perceptions of their learning environment were ascertained through quantitative and qualitative methods. Quantitative data were collected by using a modified version of the Web-based Learning Environment Instrument (WEBLEI) (Chang & Fisher, 2003).<br>Qualitative data on student's attitudes were gathered through emails and Written surveys. An Attitude to Science survey was developed to determine students' attitudes towards their subjects. Qualitative data were also gathered through written surveys. The impact of such an environment on students' learning outcomes was determined through the analysis of their exam results achieved before and after experiencing web-based learning. Their results were also compared with the results of similar cohorts in previous years. Amongst other findings, it was found that the modified version of the WEBLEI was a valid and reliable instrument for use in junior science and physics classes. The study also established that students had positive perceptions of a blended web-based learning environment and that such an approach had a positive influence on students' attitudes towards their subjects. The study also found that web-based learning improved their performance across various performance domains of junior science and senior physics assessments.
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Jamal, Hala, and Ameera Shanaah. "The Role of Learning Management Systems in Educational Environments: An Exploratory Case Study." Thesis, Linnéuniversitetet, Institutionen för datavetenskap, fysik och matematik, DFM, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-13790.
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Using Learning Management Systems (LMSs) in educational environmentshas facilitated the communication between students and teachers, and raisednew challenges as well. The aim of this research is to investigate the role ofLMS in the learning and teaching processes from students and teachersperspectives. We adopted a social constructivist worldview. We used aninductive qualitative approach, a single case study design and hermeneuticalapproach for analyzing the interviews and observations. We used Garrison etal. (2000) community of inquiry framework as a theoretical guide for thestudy. The research took place at the School of Computer Science, Physicsand mathematics department at Linnaeus University, Växjö campus. Theparticipants of this research were students and teachers from two masterlevels within the program of Information Systems. The study results indicatedthat students and teachers were content with the usage of Blackboard inorganizing courses materials. Although, most teachers didn’t encourageinteractive and discussion activities on Blackboard, students expressed theneed for such activities to help them in constructing and building newmeanings.
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Makhafola, Lesego. "The use of a Virtual Learning Environment (VLE) to embed library information services in a Blended Learning Environment (BLE) : a University of Pretoria Engineering study." Diss., University of Pretoria, 2018. http://hdl.handle.net/2263/69124.
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The main objective of libraries in higher education institutions is to enable access to information that will meet the teaching, learning and research needs of the institutions’ communities (Department of Arts and Culture, 2015:18). Technology makes it easier to accomplish this by allowing librarians to embed products and services directly into the teaching, learning and research environments used by the communities. Course Management Systems such as Blackboard, are used by higher learning institutions to provide blended learning experiences. Many face-to-face lectures rely on an online module, and students appear to be more comfortable using the various online tools than ever before. For librarians, the online component of such a hybrid learning model is an opportunity to extend the traditional face-to-face library training and information literacy sessions into the Virtual Learning Environment (VLE). Virtually embedded librarians enable students’ access to library information online (Hoffman & Ramin, 2010:298) and libraries that have shifted towards embedding in online courses reach users at their point of need (Paganelli and Paganelli, 2017:55). If these statements are true, the question remains whether the end user is satisfied with the services rendered online or not.
Many surveys have been conducted to assess users’ satisfaction with library resources and the quality of library services (Zhang, 2015:273). Some studies investigated library use patterns of different user groups but few studies focus on the needs of Engineering students (Zhang, 2015:273) and if these needs are being addressed by embedded library services and products. The objective of this research was to establish the role that Engineering students expect an Information Specialist to play in a VLE, to identify the products and services the Engineering students expect the Information Specialist to provide, and to what extent. This was done using a case study research design.
As was expected, this research confirmed that the Engineering students recognise the importance of librarians embedding in their online modules. It is anticipated that librarians who embed online will be able to meet the needs of the students and build strong relationships with the students. If that does become the case, it is feasible to expect that the students’ use of library resources will increase. The next phase would be to build and launch a pilot project. Recommendations made for embedding in a VLE were (1) to consult with the faculty, library staff, and the instructional designer before the librarian attempts to launch embedded activities; (2) to identify the top in-demand products and services that can be embedded for each course as a matter of urgency; (3) to pilot the program with a few students and library staff and obtain feedback before the initiative is made publicly available to all students; and (4) to align the expectations or activities of the program with those of the course.<br>Mini Dissertation (MIT)--University of Pretoria, 2018.<br>Information Science<br>MIT<br>Unrestricted
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Hernandes, Roberta Miranda Rosa. "Da sala presencial à sua extensão no Moodle: criação, participação e potencialidades do ambiente virtual." Universidade de São Paulo, 2018. http://www.teses.usp.br/teses/disponiveis/8/8146/tde-21112018-103411/.
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A presença das tecnologias digitais e da Internet vem se intensificando em diferentes contextos de nossas vidas: pessoal, profissional e acadêmico. Isso vem trazendo mudanças nas práticas sociais, e nos traz questionamentos, particularmente, sobre as influências das Tecnologias Digitais da Informação e da Comunicação (TDIC) e da Internet no processo de ensino-aprendizagem e nas práticas profissionais do professor. No contexto educacional, observamos a adoção de modalidades híbridas no ensino-aprendizagem, pela associação de aulas presenciais a Ambientes Virtuais de Aprendizagem (AVA), o que traz para o professor o desafio de configurar sua sala virtual, de definir as atividades a serem realizadas com o uso de ferramentas e recursos do ambiente assim como a inclusão de tecnologias. Considerando todos esses aspectos, o objetivo desta pesquisa foi o de investigar como se deu a articulação das duas modalidades de ensino, presencial e virtual através das atividades propostas; a relação entre as atividades e o uso de ferramentas e participação dos alunos em relação ao uso do ambiente associado às aulas presenciais. Nossas reflexões se basearam no referencial teórico que discute a evolução das (Tecnologias da Informação e da Comunicação (TIC) (MONEREO; COLL, 2010); as características das TDIC (LÉVY, 1999; GABRIEL, 2013) e da Internet (CASTELLS, 2003); as orientações teórico-metodológicas que norteiam os cursos on-line (KENSKI; SCHULTZ, 2015); as características das ferramentas digitais e dos AVA (MONEREO; COLL, 2010; TORI 2010; FILATRO, 2008); as características do ensino híbrido (MORAN, 2015; VALENTE, 2014; NISSEN, 2007; STAKER; HORN, 2012; BACICH; TANZI NETO; TREVISAN, 2015) e a formação do professor para atuar nesses contextos (PERRENOUD, 2002, 2010; MAYRINK; ALBUQUERQUE-COSTA, 2013, 2017; MORAN, 2015). Para o desenvolvimento da pesquisa, realizamos um estudo do caso, de natureza qualitativa-interpretativista, que considera as especificidades do contexto, ou seja, a observação da sala virtual na Plataforma Moodle de uma disciplina de formação inicial de professores, de um curso de Graduação em Letras Francês/Português de uma universidade pública do estado de São Paulo. Os dados que constituem o corpus de análise desta pesquisa foram coletados por meio de anotações de observações das aulas presenciais; registros das telas do curso no Moodle; entrevista com a professora responsável pela disciplina; dois questionários com os alunos, o primeiro para constituição do perfil do grupo, e segundo para conhecer seu ponto de vista sobre a disciplina desenvolvida na modalidade híbrida. Os resultados de nossas análises mostraram que a modalidade híbrida pode ser concebida sob diferentes aspectos segundo o contexto no qual ele é proposto. No caso desta pesquisa, as particularidades da disciplina e da sala virtual conferiram ao trabalho realizado características voltadas à organização e funcionalidade dos dois espaços presencial e virtual assim como a valorização dos aspectos interativos e de autonomia dos alunos quando utilizaram as ferramentas do Moodle. A noção de híbrido permaneceu geral, de acordo com a definição de Tori (2015). A contribuição da pesquisa se dá no âmbito da formação de professores para atuar em contextos híbridos, na medida em que, é necessário reconhecer que cada vez mais as TDIC, estão integradas ao cotidiano do ensino-aprendizagem tornando possível o desenvolvimento de novas maneiras de ensinar e aprender próprias ao século XXI.<br>The presence of digital technologies and Internet has been intensifying in diferente contexts of our lives: personal, professional and academic. This has brought changes in social practices, and brings us questions, particularly, about the influences of Digital Technologies of Information and Communication (DTIC) and about the Internet in the teaching-learning process and in the professional practices of a teacher. In the educational context, we observe the adoption of blended-learning programs, by the association of in-person classes to Virtual Learning Environments (VLE), which brings to the teacher the challenge of configuring his virtual room, of defining the activities to be performed with the use of environmental tools and resources, as well as the inclusion of technologies. Considering all these aspects, the objective of this research was to investigate the articulation of two blended-learning programs, in-person and virtual, through the proposed activities; the relationship between the activities and use of tools and the participation of students in relation to the use of this kind of environment associated to in-person lessons. Our reflections were based on the theoretical framework that discusses the evolution of Information and Communication Technology (ICT) (MONEREO; COLL, 2010); the characteristics of DTIC (LÉVY, 1999; GABRIEL, 2013) and Internet (CASTELLS, 2003); the theoretical-methodological guidelines that guide the online courses (KENSKI; SCHULTZ, 2015); the characteristics of the digital tools and LVE (MONEREO; COLL, 2010; TORI, 2010; FILATRO, 2008); the characteristics of blended learning (MORAN, 2015; VALENTE, 2014; NISSEN, 2007; STAKER; HORN, 2012; BACICH; TANZI NETO; TREVISAN, 2015) and teacher training to work in these contexts (PERRENOUD, 2002, 2010; MAYRINK; ALBUQUERQUE-COSTA, 2013, 2015, 2017; MORAN, 2015). For the development of the research, we carried out a qualitative-interpretive nature case study that considers the particularities of the context, that is, the observation of the virtual room in the Moodle Platform of an initial teacher training course, from a Bachelor\'s degree in Language and Literature qualification in French and Portuguese at a public university in the state of São Paulo. The data that constitute the corpus of analysis of this research were collected through annotations and observations of in-person classes; prints of course screens in Moodle; interview with the responsible teacher for the discipline; two questionnaires with the students, the first one to form the profile of the group, and the second one to know their point of view about the discipline developed in the blendedlearning programs. The results of our analyzes point out that the blended-learning.
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Kocaman, Karoglu Aslihan. "Students." Phd thesis, METU, 2009. http://etd.lib.metu.edu.tr/upload/12610729/index.pdf.
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The purpose of this study was to investigate the perceptions of learners in the blended course relative to the use of Seven Principles for Good Practice in Undergraduate Education. Additionally through the motivational requirements specified by Keller&rsquo<br>s ARCS motivational design model, students&rsquo<br>motivations were analyzed. Thus the study was designed to determine student motivation in a blended environment in relation to Keller&rsquo<br>s ARCS motivational design model. For these research aims, a traditional course was redesigned with the support of online applications by taking Good Practice Principles as the framework.
A triangulation mixed method approach was utilized as the primary design of the study by employing both qualitative and quantitative methods in a single study.
The study participants included 47 preservice teachers in an undergraduate teacher education program of Computer Education and Instructional Technology Department in the Middle East Technical University who took the course (School Experience I) in blended design mode in 2005-2006 spring semester. Qualitative and quantitative data were collected through three different surveys, student interviews, and forum transcripts. The data were analyzed concurrently according to both qualitative and quantitative data analysis techniques.
The analyses of qualitative and quantitative data showed that students&rsquo<br>perceptions in the blended course and perceptions in relation to each good teaching principles were mostly positive. Results reveal that students perceive six of the principles including student faculty contact, cooperation, time on task, diversity and ways of learning, feedback, and active learning helpful to their learning. Additionally, the students think that the other one principle which is expectations needs to be improved. In addition, high motivation scores were gathered in the blended course. Results show that attention, relevance, confidence, and satisfaction subscores revealed significantly higher levels of motivation among students.
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McHone, Cheryl. "Blended Learning Integration: Student Motivation and Autonomy in a Blended Learning Environment." Digital Commons @ East Tennessee State University, 2020. https://dc.etsu.edu/etd/3750.
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The purpose of this study was to analyze teacher perceptions on the relationship of technology and student academic behaviors and performance in the blended learning environment across 9th through 12th grade within east Tennessee and to identify the components of blended learning and pedagogical practices that enhance students’ academic behaviors. Specifically, this study is an analysis of how student motivation and student autonomy relate to technology implementation and face-to-face instruction within blended learning environments.
The participants of this study were teachers within 2 school districts in East Tennessee. All high school teachers within the participating school districts received an online survey that was distributed from their corresponding principals via email. The online survey used a Likert-type scale that consisted of 40 items focused on teachers’ perceptions of student motivation and student autonomy with the blended learning environment. The analysis of the data was based on the responses of 75 teachers from the 2 participating school districts.
Statistical analyses of the data revealed that the amount of teacher technology use, student technology use, learning management system use, and type of professional development did not have a significant relationship with participants’ perspective of student motivation or student autonomy. The research also did not reveal a significant relationship between participants’ age and perception of student motivation. However, this research revealed a significant relationship between participant age and participants’ perception of student autonomy. The study revealed that, as participant age increased, participants’ mean student autonomy scores decreased.
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Snowden, Harold. "Blended learning in a corporate training environment." [Denver, Colo.] : Regis University, 2009. http://165.236.235.140/lib/HSnowden2009.pdf.
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Gebara, Tammy Teresa. "Comparing A Blended Learning Environment To A Distance Learning Environment For Teaching A Learning And Motivation Strategies Course." The Ohio State University, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=osu1274276353.
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Gedik, Nuray. "A Design Based Research On The Use Of A Blended Learning Environment." Phd thesis, METU, 2010. http://etd.lib.metu.edu.tr/upload/3/12612022/index.pdf.
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The purpose of this study is to examine and describe student and instructor experiences and perceptions of course design, and identify the critical issues regarding the use of a blended learning environment. A design based research (DBR) framework with qualitative approaches was carried out by collecting data from an undergraduate course offered to sophomores. The primary approach was phenomenology using the lens of heuristic inquiry. Interviews, questionnaires, documents, observation notes, instructor diary, and weekly reflection reports were the main data sources. Data were collected in three periods: preliminary study, pilot study, and actual implementation.
The results of instructor experiences revealed that instructor considerations for the analysis period centered on needs and context. The design and development considerations centered
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on pedagogical approach, course materials and documents, course organization, interaction, and instructor-student roles. The enablers (benefits and opportunities) of the implementation period included arousing student interest and participation potentially more, having flexibility, saving time, tracking student progress more easily, and increased interaction, collaboration, and communication opportunities. The barriers (challenges and limitations) were increased workload, difficulties related to the course and time management, overlaps, and creating harmony among F2F and online environments. The students mentioned interaction and communication opportunities, increased motivation, opportunity to voice opinions, and reinforcement of learning as enablers of the blended learning environment. The barriers were increased workload, cultural and technical barriers and dependability of environments. The critical issues were found to be context, pedagogical framework, instructor competency, and technical issues.
It can be concluded that use of blended learning environments can be regarded as a paramount initiative for the higher education institutions by maximizing the enablers of both environments but also has its unique barriers to consider. The results also implied that it is the decisions on the instructional design approaches for creating balance in the course activities that is critical to blended learning environment designs.
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Schaf, Frederico Menine. "Arquitetura modular para ambientes virtuais de ensino de automação com suporte à realidade mista e colaboração." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2011. http://hdl.handle.net/10183/28954.
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Este trabalho apresentará estudos referentes a uma proposta de arquitetura para ambientes computacionais de suporte à colaboração para auxiliar o ensino e o treinamento em áreas multidisciplinares de engenharia de controle e automação. A motivação provém de evoluções de tecnologias da Web, redes sociais, ambientes virtuais, e mundos virtuais 3D que proporcionam sucessivas possibilidades inovadoras de emprego de tecnologia no ensino. Estas tecnologias podem ser usadas no ensino à distância ou de forma complementar (ensino híbrido) ao ensino-aprendizagem tradicional. O emprego de ambientes computacionais virtuais como incubadores para o desenvolvimento e criação de uma infinidade de materiais educacionais e didáticos torna-se crescentemente frequente na comunidade científica ao passo que instituições de ensino percebem o potencial desta iniciativa. A colaboração virtual entre estudantes dispersos geograficamente e a cooperação entre instituições de ensino diversas são indicadores do avanço destas metodologias. À medida que ambientes virtuais evoluem, podem-se empregar cada vez mais funcionalidades e tecnologias a este complemento ou ferramenta de ensino. É sabido que a prática laboratorial é de suma importância para aprendizagem de áreas tecnológicas, como a engenharia elétrica. Maneiras de expandir esta prática aliada a outras técnicas altamente defendidas na comunidade científica serão abordadas neste estudo, que sucede a um trabalho anterior do autor, no qual é proposto a conjunção de componentes de automação simulados com reais de forma a expandir cenários didáticos. A automação destes ambientes voltados ao ensino passa a se tornar real através de técnicas computacionais relacionadas a gerenciamento, monitoração e adaptação de conteúdo. Dentre as tecnologias e características englobadas pela arquitetura proposta estão: ambientes sociais, ambientes imersivos com visualização tridimensional (metaversos), tutoriamento virtual autônomo baseado em coleta de informações de interação, auxílio à colaboração de usuários, experimentos com componentes intercambiáveis de realidade mista e outras funcionalidades afins. De forma a propor uma implementação viável para este nicho de pesquisa foram desenvolvidos vários estudos de caso e um protótipo, chamado de 3D AutoSysLab, um ambiente imersivo virtual otimizado com ligações a experimentos de realidade mista, visualização de materiais educacionais e mídias interativas, auxílio à colaboração, e suporte à tutoriamento autônomo. Tanto testes do protótipo quanto a utilização dos estudos de caso serviram de validação experimental do trabalho. A validação da utilização ainda não se encontra completa embora resultados preliminares apontem a queda do índice de reprovação de estudantes da Engenharia Elétrica na UFRGS em uma determinada unidade curricular. O emprego de técnicas de acesso remoto além de proporcionar que instituições de ensino cooperem compartilhando recursos materiais/equipamentos também abre horizontes para a colaboração de estudantes entre instituições. Isso alavanca uma melhoria na qualidade do conjunto ensino-aprendizagem e também no emprego de recursos tecnológicos, o que pode, inclusive, representar uma alternativa econômica viável para a prática laboratorial.<br>This work will present studies towards a proposal of architecture for computer supported collaborative environments applied to enhance learning and training of multidisciplinary areas linked to automation and control engineering. Recent evolutions of Web technologies, social networks, virtual environments, and 3D virtual worlds motivate the adoption of new technologies in education, opening successive innovative possibilities. These technologies or tools can be used in distance education scenarios and/or can also enhance traditional learning-teaching (blended or hybrid learning scenario). The use of virtual environments as breeding grounds for creation and display of learning and didactical materials is a trend among educational institutes since they realized the potential of this endeavor. Physically dispersed and geographically distant students can collaborate in virtual learning environments as well as educational institutions, proving the advance of learning methodologies involving technology. New functionalities to this teaching and learning complementary tool can be added as virtual environments continually evolve. It is known and a wide advocated issue that laboratorial practice is essential to technical education, foremost in engineering. Expanding and obtaining the optimal results from this practice allied to other tools can be seen as the natural continuation of previous work from the author, in which is described a strategy to use mixed reality interchangeable components applied in didactic experiments to broaden learning scenarios. The automation of virtual learning environments is beginning to mature through computational techniques related to management, monitoring and content adaptation. In order to develop a feasible implementation to this research area, several case studies and a prototype were elaborated, the last called 3D AutoSysLab, in which a metaverse is used as interface, experiments are linked to virtual objects representations, learning objects are displayed in a simple way with interactive medias and simple collaboration and feedback is given through an autonomous tutoring system. The experimental validation was based on the use and evaluation of the prototype and his separated modules (case studies). Preliminary results showed that the failure rate, in a determined curriculum unit from the Electrical Engineering of UFRGS, has dropped and the student’s acceptance was very high in a blended learning scenario. The remote experimentation brings up the possibility to narrow different learning institutions in cooperation, this way sharing material resources (equipments) and closing up students. From cooperation and collaboration is expected a leveling and optimization of quality of the pair teaching-learning, as well as a better employment of economical resources.
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Ortiz-Brewster, Bernadette. "Examining U.S. Middle School Students' Achievement in a Blended Learning Environment." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2225.
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U.S. middle schools are increasing offering blended learning curricula that integrates virtual and face-to-face instruction, but the effectiveness of this mode of instruction at the middle school level has not been adequately explored. This investigation provides additional data to the current body of knowledge related to blended learning as a viable option for middle school students. The theoretical framework for this investigation derives from Lev Vygotsky's social development theory and Jean Piaget's constructivist theory of knowledge. The central research question focused on the difference in achievement scores between 6th grade students participating in a virtual course as compared to the 6th grade students participating in a face-to-face course, and the difference between the overall scores of the thirty-five 6th grade students in the two respective courses as compared to the thirty 7th grade students. A causal-comparative research design was used. An ANOVA was conducted and the achievement scores of the total sample size of sixty-five 6th and 7th grade students at a charter school located in the U.S. state of Maryland were analyzed. The 6th grade students scored higher than the 7th grade students in virtual learning. In both grade levels, achievement scores were higher for students who had taken the virtual course, illustrating the merits of virtual learning for middle school students. This study provides data that may influence organizational leaders' decision making regarding whether to use a blended learning model at the middle school. This study supports virtual learning and can contribute to positive social change by supporting the creation of more blended learning middle schools in Prince George's County
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Somera, Sandra Lopez. "Educator Experiences Transitioning to a Blended Learning Environment in K-6 Public." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/4815.
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Enrollments in blended learning programs are growing, creating a challenge to find educators who understand blended learning pedagogy. The purpose of this study was to identify and understand the challenges and pedagogical transformations of elementary educators who recently adopted blended learning. The concerns-based adoption model provided a conceptual framework to examine teacher concerns and level of implementation of innovative change. A multiple case study design was used to capture the experiences and perceptions of the participants' transition to a blended learning environment. Two teachers in one school in a California school district that transitioned to a blended learning approach were cases studied. The participants were a 4th and a 6th grade teacher who had taught the same grade level at their current school at least 1 year prior to its transition to a blended learning approach. The data collection process included interviews, classroom observations, and document reviews. The participants were interviewed on their understanding of blended learning and their changes in pedagogy. Classroom observations and documents were analyzed using pattern-matching to provide corroborating evidence. The teachers perceived an increase in student-teacher interactions and indicated a need for more guidance developing their blended learning program and support curating resources during the transition to blended learning. A self-paced online professional development program was designed to provide the training needed to support the teachers in their transition. The project study could lead to positive social change by identifying teacher support needed to transition from a traditional teaching environment to a blended learning environment.
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Huang, Wei, Elena Paraschiv, and Dung Do Thuy. "Technology acceptance in blended learning: The case of Jönköping International Business School." Thesis, Högskolan i Jönköping, Internationella Handelshögskolan, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-28709.
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Nowadays, in the new era of technology, everything needs to be updated, which represents a new challenge to education to adapt to the developments in technology. Moreover, due to the gap of theory separating practices in business schools, it is becoming obvious that the Universities can hardly help students to acquire experience. Due to this problem, business schools can limit the potential of students’ success. This study examines the efficiency of technology use in class as well as outside of the classroom. This was done by interviewing five teachers within different areas of teaching in Jönköping International Business School. The results show that there are many aspects that need to be considered such as policy, teacher development, the development of the virtual learning environment and other technological improvements, before applying technology in flipped classroom.<br>Den nya eran av teknik i dagens samhälle gör att allt måste uppdateras. Detta utgör en ny utmaning för utbildningen som bör anpassa sig till denna tekniska utveckling. Dessutom, som en följd av det teoretiska gapet som separeras från praxis i handelshögskolor är det tydligt att universiteten knappast kan hjälpa studenter att skaffa sig underförstådd kunskap. På grund av det här problemet kan handelshögskolor begränsa potentialen av studentens framgång. Däremot visar vår forskning att användningen av tekniken i det flippade klassrummet kan bidra till att förbättra situationen. Denna studie undersöker effektiviteten i teknikanvändning i klassrummet såväl som utanför klassrummet genom att intervjua fem lärare inom olika områden av undervisning på Jönköping Internationella Handels Högskola. Resultaten visar att det är många aspekter som bör beaktas, såsom policy, utvecklingsarbete av lärare, utveckling av VLE i tillägg till andra tekniska förbättringar, innan man applicerar tekniken i det flippade klassrummet.
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Yahaya, Ros Aizan. "Immersive virtual reality learning environment : learning decision-making skills in a virtual reality-enhanced learning environment." Queensland University of Technology, 2007. http://eprints.qut.edu.au/16489/.
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New advances in computer programming and more powerful technology have opened up new opportunities for learning though immersive virtual reality simulations. This research highlighted the importance of the role of a lecturer in fostering learning in a technology rich learning environment. Undergraduate business studies students worked collectively to try resolve a problem depicted through an immersive simulation involving a burning factory. The simulation provided a rich personal experience that enabled students with lecturer support to generate effective strategies to address the problem.
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Whale, Alyssa Morgan. "An e-learning environment for enterprise resource planning systems." Thesis, Nelson Mandela Metropolitan University, 2016. http://hdl.handle.net/10948/13182.
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Enterprise Resource Planning (ERP) education can positively impact the success of an ERP implementation. Incorporating new tools and technologies into the learning process can potentially alleviate the evident problems with ERP education. Blended learning and e-learning environments both offer opportunities for improvement in education. However, there are various factors and components that need to be in place for such an environment to be successful. The aim of this research is to provide an ERP e-Learning Environment (ERPeL) that can assist with ERP education in terms of creating an integrated and comprehensive learning environment for novice ERP users. In order to achieve this aim, this study followed the Design-Based Research (DBR) methodology which is specific to educational technology research and was applied in iterative cycles where various components of the environment were evaluated by different participants. Quantitative and qualitative data was collected by means of field studies (interviews, focus groups and questionnaires). The proposed ERPeL underwent several iterations of feedback and improvement. In order to determine the success of e-learning, various critical success factors and evaluation criteria were investigated. Field studies were conducted in order to validate the theory in a real-world context. An initial field study was conducted with third year Nelson Mandela Metropolitan University (NMMU) students who were enrolled in the 2014 ERP systems’ module in the Department of Computing Sciences. Many of the problems identified in theory were found to be prevalent in the real-world context. One of the DBR process cycles involved the implementation of specific components of the ERPeL at the Developing and Strengthening Industry-driven Knowledge-transfer between developing Countries (DASIK) introduction to ERP systems course. Participants were either NMMU students, academic staff or industry delegates. The components evaluated included videos, learning content, badges, assessment and the SYSPRO Latte m-learning application. Additional components of a leader board, live chats, peer reviewing, expert reviews, user generated content, consultancy with experts and SYSPRO ERP certification were implemented in the subsequent cycle where participants were 2015 third year NMMU ERP systems students. The criteria used to evaluate the success of the ERPeL and its e-learning components were adapted from literature and a new set of evaluation criteria for e-learning was proposed. The ERPeL is made up of Moodle, the SYSPRO ERP System, the SYSPRO e-Learning System, the SYSPRO Latte m-learning application, learning content and components. Overall the ERPeL was positively received by the various sample groups. The research results indicate that the use of an e-learning environment for ERP systems was positively received. The most positive aspects reported were the implementation of e-learning components such as the interactive videos, simulations and m-learning. In support of this Masters dissertation, the following three papers have been published and presented at two local conferences and one international conference: 1. SACLA 2014, Port Elizabeth (South Africa); 2. SAICSIT 2015, Stellenbosch (South Africa); and 3. IDIA 2015, Zanzibar (Tanzania).
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Ghaith, Omar. "The impact of blended learning on female student-teachers in Kuwait." Thesis, Brunel University, 2013. http://bura.brunel.ac.uk/handle/2438/7628.
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This study aims to identify the effect of using the blended learning method on students' academic achievement and satisfaction level in a university course for female student teachers who follow the General Teaching Method Course (304) at the College of Basic Education in Kuwait. The content of the course (304) was based on the five stages of the ADDIE instructional design model, comprising five phases: (1) Analysis, (2) Design, (3) Development, (4) Implementation, and (5) Evaluation. The research questions of the study can be summarised in two main questions: 1. What is the effect of using the method of blended learning in the General Teaching Method Course (304) on students’ academic achievement, compared to using face–to–face approaches to learning alone? 2. What is the effect of using the method of blended learning in the General Teaching Method Course (304) on students’ satisfaction, compared to using face–to-face approaches to learning alone? The researcher answered these questions through a mixed method research approach using the Explanatory Sequential Design, in order to determine the nature and objectives of the study. In this, the researcher started with the collection and analysis of quantitative data (using a quasi-experimental approach), which has priority for addressing the two research questions, and then followed this with the collection and analysis of qualitative data (using group interviews) to help explain the quantitative results. The researcher identified the study sample as 96 female students’ teachers at the College of Basic Education in Kuwait. The sample consisted of a first experimental group (n= 39)who followed the General Teaching Method Course (304) by blended learning using virtual learning environment (VLE) of Blackboard, a second experimental group (n=31) who followed the course (304) by blended learning using personal learning environment (PLE) of Facebook, and the control group (n= 26) who followed the course (304) using face-to-face approaches to learning alone. The dependent variables were academic achievement (as assessed in the course’s midterm, final and practical exams) and students’ satisfaction (as assessed by the questionnaire, giving a total mark and 3 sub-marks in reference to the students’ satisfaction about the teaching method of the course, the content of the course, and the instructor's support during the course). When answering the first question of the research, the study found that there was a significant difference in both mid-term and final tests between the first experimental group (studying through the blended learning method using VLE of Blackboard) and the control group (studying through face-to-face learning alone). However, there was no significant difference in both mid-term and final tests between the second experimental group (studying through the blended learning method using PLE of Facebook) and the control group. And there was also no significant difference in the practical test between the two experimental groups (each separately) and the control group. When answering the second question of the research, the study found that there was a significant difference in the teaching method dimension of the satisfaction questionnaire between the two experimental groups (each separately) and the control group. And there was also a significant difference in the instructor’s support dimension of the satisfaction questionnaire between the first experimental group and the control group, but no significant difference was found between the second experimental group and the control group. There was also no significant difference in the course content dimension of the satisfaction questionnaire between the two experimental groups (each separately) and the control group.
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Page, T., M. Lehtonen, G. Thorsteinsson, E. Yokoyama, and H. Ruokamo. "A Virtual Learning Environment in Support of Blended and Distance Learning in Technology & Design Education." 名古屋大学大学院教育発達科学研究科 技術・職業教育学研究室, 2005. http://hdl.handle.net/2237/12015.
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Nykvist, Shaun S. "Arguing online : expectations and realities of building knowledge in a blended learning environment." Queensland University of Technology, 2008. http://eprints.qut.edu.au/17710/.
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The use of information and communication technologies (ICT) has now become all pervasive in society. There is now an expectation that educators will use ICT to support teaching and learning in their classrooms and this position is evident in many curriculum documents and educational policies where the aim is to provide each child with access to ICT. Consequently, and to realise this expectation, it is imperative that the focus on the use of information and communication technologies (ICT) in education shifts beyond learning about ICT to a focus that is aligned with the pedagogical learning experiences in which students can be immersed. There is a need for deep knowledge building to occur in these environments for our students to be active participants in a society where new technologies are constantly emerging. Hence, there is a need for learning environments that are flexible and respond to the needs of these new students and can adopt new technologies where necessary. In order to explore such an environment that encourages the development of knowledge building, an argumentative framework is necessary. The purpose of the study described in this thesis was to identify argumentation as a process of knowledge building and determine if it occurs in an online discussion forum, which is situated in a blended learning environment. This blended learning environment is typical of many classrooms and is where there is a combination of traditional face-to-face activity with online collaboration. In the case of this study, it is situated within an upper secondary private girls school located in a metropolitan area. The classroom under investigation demonstrates a blending of traditional pedagogy, that of dialectical reasoning and argument, and new technology, through an online discussion forum. The study employed a research design methodology over a six week period, while the analysis was based on an existing social argumentation schema and a new customised schema. As part of the analysis, descriptive statistics were used to determine the students' activity within the online discussion forum and to ascertain how this varied accordingly when certain criteria were changed. This was consistent with the cyclic approach of design research. Pedagogical recommendations were presented which demonstrated the importance that appropriate scaffolding and the role of the teacher plays in the successfulness of a forum. The study also recognised the need for purposeful teaching of argumentation as a process of knowledge building and the need for starter statements that are personally motivating to the students and are authentic and relevant. Argumentation and consequently knowledge building were evident in the findings, though were constrained by the habituated practices of schooling. Similarly the notion of community, while evident, was constrained by the time- and space- dependence of the school environment.
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Prouty, Cynthia. "Student engagement| Best practices in teaching in a K-5 blended learning environment." Thesis, Northwest Nazarene University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3643786.
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<p> This study was designed to involve a variety of research methods, resulting in a mixed methods, case study approach to investigate best teaching practices in an elementary blended learning environment. The research-based evaluation work of Charlotte Danielson was incorporated as the theoretical framework for this research. Differing methods of tablet use were observed in 10 classrooms while data was collected on student engagement. Blended learning is among best teaching practices, though surprisingly, educators in this study were not familiar with blended learning models and techniques. The term "blended learning" in the context of this K-5 study meant utilizing different technology devices as a means to enhance teaching. Many educators are utilizing tablets in their classrooms on a daily basis without adequate professional development. The influx of tablets in America's schools has not been well planned nor have professional development opportunities provided teachers with the necessary training to fully implement and integrate best practice in their classrooms. Findings from this study help fill the gap in elementary level and rural area schools. Results from this research indicate that blended learning tools enrich the elementary school classroom. Tablet usage in this study demonstrated seamless bridging for all levels of academic achievement. Students were observed utilizing metacognitive skills when collaborating with their peers and demonstrating their learning through projects on their tablets. Three themes emerged from the interview data. First, blended learning and the integration of technology as a best practice supports current literature. The second theme involved professional development, including teachers' desire for both building- and district-level support as well as the frequency of professional development, and teacher technology support. And third, the school is the vehicle for teacher collaboration, differentiation for students, and engagement of students.</p>
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Savara, V. "A TQM based assessment framework for blended learning environment in Higher Education sector." Thesis, University of Salford, 2015. http://usir.salford.ac.uk/34064/.
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The purpose of this research is to develop an assessment framework in the TQM perspective for a blended learning environment in the higher education sector. Blended learning is a specialized field in learning, i.e., combination of face to face learning and e-learning. This research is an attempt to bring a logical approach in assessing the quality feature of the blended learning environment. The quality of the BLE can be easily enhanced if the implementation of important parameters of quality in the blended learning environment is undertaken at all levels of the institution: individual level, organizational level, and at external stakeholders (employers, government, parents, etc.) level. The six major factors are deduced that affect the quality of the blended learning environment in the HES through exploratory factor analysis. To check the intertwining effects of the derived factors/underlying criteria, the DEMATEL technique is applied. This technique has resulted in the formation of the cause group and effect group out of the derived factors/underlying criteria. This group formation has led to high quality in the BLE. The criterion, Qualification and experience of the tutor of the cause group, influences the other criteria in the most significant way and is the master influencer. The criterion, appropriate use of delivery methods, is identified as the most related criterion. Furthermore, the ranking of alternatives (by applying the MOORA method) to improve the quality of the cause criteria has resulted in the formation of effective quality implementation strategy in the higher education sector. The use of the EFQM model on cause criteria is once again a step to bring effectiveness in assessment related activities of the BLE and eventually leading to high quality in the HES. This research involves a mixed method approach to deal with quantitative and qualitative data. The human perceptions and expectations are dealt with by the use of mathematical techniques. A combination of subjectivism and objectivism is seen in the development of this framework. The result of this study has offered a framework to attain superior quality learning environment in the HES.
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Er, Erkan. "Livelms: A Blended E-learning Environment, A Model Proposition For Integration Of Asynchronous And Synchronous E-learning." Master's thesis, METU, 2009. http://etd.lib.metu.edu.tr/upload/12610944/index.pdf.
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In distance education, lack of face-to-face communication prevents instructors from observing students&rsquo<br>activities efficiently, especially in crowded sessions, and consequently they fail to effectively assess the performance of distant learners. On the other hand, in spite of being physically distant, instructor should monitor students&rsquo<br>activities and assess their performance effectively so that learners can be informed as quickly as possible of how well they are doing.
This thesis aims to develop an e-learning tool for distance education that integrates asynchronous and synchronous learning environments to offer an enriched e-learning
platform. The tool enables instructor to keep track of students&rsquo<br>activities, assesses learners&rsquo<br>participation during online synchronous sessions dynamically, and provides asynchronous access to assessment data after the lectures. In this way, it is aimed to monitor performance of distant learners by the instructor more efficiently.
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Cotner, Craig. "A Propensity Score Analysis of the Academic Achievement Effect of Increasing in a Blended Learning Environment the Student's Time in the Brick and Mortar Facility." Cleveland State University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=csu1600176689758776.
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Ong, Felicia Li Chin. "Transforming the Learner's Environment: Blending Interactive and Multimedia [Poster presentation]." School of Engineering, Design and Technology. University of Bradford, 2010. http://hdl.handle.net/10454/4445.
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Askun, Cengiz S. "Relationships between students' level of effort and course perceptions in a blended learning environment." [Bloomington, Ind.] : Indiana University, 2007. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3253635.
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Thesis (Ph.D.)--Indiana University, Dept. of Instructional Systems Technology, 2007.<br>Title from PDF t.p. (viewed Nov. 18, 2008). Source: Dissertation Abstracts International, Volume: 68-02, Section: A, page: 0531. Adviser: Barbara A. Bichelmeyer.
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Cusano, Christine. "Vocational Instructors Experience and Practice Teaching in the Hybrid Environment." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5846.
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At a technical post-secondary school in the Northeast United States, campus leaders lacked formative data of faculty skills and knowledge needed for instruction in a hybrid format involving both face-to-face instruction and on-line instruction. Therefore, the delivery of appropriate professional development (PD) programs for faculty whose duties include hybrid format instruction has not been provided. The purpose of this study was to identify the faculty experiences of teaching in a hybrid-learning environment, and their perceived PD needs to provide effective instruction in a hybrid-learning environment. This study explored vocational teachers' experiences and perceived PD needs related to teaching in a hybrid-teaching environment. Using Kolb's model of experiential learning, a qualitative case study design was used to sample 8 vocational instructors who met the criteria of teaching in the hybrid-learning environment in the medical assistant or the dental assistant programs. Data were collected using face-to-face interviews and were analyzed using axial coding. Themes emerging from the findings included the changing role of the instructor, concerns of plagiarism, faculty PD for teaching in a hybrid-learning environment, and practice using the learning management system (LMS). Findings based on themes indicated PD on the learning management system (LMS), and pedagogy to teach in the hybrid-learning environment is needed for the teachers. A white paper recommending initial on-going systemic PD for faculty teaching in the hybrid-learning environment was developed. Implications for social change are that faculties will become more knowledgeable instructing in the hybrid-learning environment, which will the development of hybrid teaching skills and better-prepared dental and medical assistant graduates who will provide improved care for clients.
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Boyd, Michelle Anne. "The Impact of Web-Based Tutorials in One Corporation's Transition to a Blended Learning Environment." Diss., CLICK HERE for online access, 2008. http://contentdm.lib.byu.edu/ETD/image/etd2429.pdf.
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Bradley, Teri A. "Middle School Students' Experiences in an Online Problem-Based Learning Environment." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/6175.
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The purpose of implementing educational reform is to improve the academic achievement and social skills of graduating students, but evaluating the benefits of a particular instructional method or curriculum design can be complicated. In an online and problem-based learning environment that allows students to choose content and assessment projects and self-pace, the motivation of students to learn and their engagement in the learning process significantly influences the success of the program. This generic qualitative study focused on the experiences of middle school students participating in an online and problem-based educational setting. The study included interview data and self-evaluation questionnaires about students' levels of motivation and engagement. Vygotsky's zone of proximal development (ZPD), Bandura's theory of self-efficacy, Dewey's experiential learning theory and other motivational theories provided the conceptual framework for this qualitative study of personalizing learning in constructivist environments. The data were analyzed through inductive thematic analysis with constant comparison. The findings highlighted the student perspective and identified factors that influenced students' buy-in to this type of personalized education. The results from this study may be used to help teachers plan and design curriculum and instructional strategies that encourage student motivation to learn and engagement in the learning process. Students who are motivated to learn and engaged in the learning process are more likely to graduate from school with the knowledge and skills required to enter the workforce and become productive knowledge workers in a knowledge economy.
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Axe, Josephine. "Developing a learning community : exploring the impact of online activities on the building of campus-based communities." Thesis, University of Bradford, 2009. http://hdl.handle.net/10454/4322.
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Taking an action research approach, this study explores the experiences of three intakes of undergraduate students who worked in a cohort-based learning environment where team work and classroom participation was expected. This educational setting required students from diverse backgrounds to work closely together on campus during the intense one-year program. To facilitate in the development of a face-to-face learning community, where individual differences could be celebrated and problems could be solved in an open, trusting environment, an online bridging course was developed. Aimed at decreasing the incidence of minority group marginalization and reduce feelings of isolation, the bridging course provided activities directed towards encouraging students to begin to develop an inclusive learning community prior to their arrival on campus. Exploring how online transitional activities had contributed to the development of a face-to-face learning community, as well as perceived disadvantages to that model, key stakeholders' perceptions were obtained through focus groups, interviews, and surveys. Findings include: (a) an enhanced understanding of the ways in which an online course can be used to aid in the development of a learning community for oncampus students; (b) a heightened awareness of challenges faced by those working in a learning community; (c) a systematic approach to the development of learning communities. This research suggests that an online bridging course can be an effective way for on-campus students to start developing a learning community.
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Tan, Ashley. "Does scaffolded blogging promote preservice teacher reflection? examining the relationships between learning tool and scaffolding in a blended learning environment /." [Bloomington, Ind.] : Indiana University, 2006. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3223044.
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Thesis (Ph.D.)--Indiana University, Dept. of Instructional Systems Technology, 2006.<br>"Title from dissertation home page (viewed June 26, 2007)." Source: Dissertation Abstracts International, Volume: 67-06, Section: A, page: 2128. Adviser: Thomas A. Brush.
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Handyside, Roger Graeme. "A design-based research approach to an educational challenge : developing independent learners using a blended learning environment." Thesis, University of Newcastle upon Tyne, 2016. http://hdl.handle.net/10443/3200.
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A design-based research approach to an educational challenge: Developing independent learners using a blended learning environment. The transition from school to higher education in the UK has been highlighted as becoming challenging for a number of students. The contrast between the learning experience of students at school and in higher education has been seen as problematic, with supportive small group experiences at school and commonly large impersonal teaching structures at university. Upon entry to higher education, many students are perceived to have a ‘skills deficit’ in those areas important for success. These skills have been summarised in this study under the term ‘independent learning’. This study follows a design research approach into the course re-design of an A level (university entrance) science course. A ‘traditionally’ taught course was re-designed into a blended learning environment, using an open source virtual learning environment. The course design was informed by principles from a variety of sources and underlying theoretical concepts including the Conversational Framework and the Community of Inquiry, emphasising changes in pedagogical approach above technological issues. The research approach followed the main processes of educational design research, however rather than repeat iterations of the same course; the study was structured into developmental stages of progress towards the final blended learning environment. The study employed a mixed methods strategy, including a quantitative measure of self-regulation (MSLQ), a student course evaluation using Q methodology as well as observations, staff and student interviews and course data analysis. The results indicated a significant improvement in self-regulated behaviours according to the MSLQ survey against a non-intervention class. In the course evaluation of the blended learning environment, the students presented into three groups with contrasting attitudes to blending learning; the ‘pragmatists, the enthusiasts and the conservatives’. The study concludes with some principles to guide the design of blended learning courses in order to encourage independent learning, implications for educational policy, and recommendations for further research. These generic design principles emphasise the value of the educational design-research approach as a realistic and effective method for reflective researchers and practitioners.
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Gambiza, James. "The relationship between learning styles and perceptions of blended learning : a case study of third-year Environmental Science students at Rhodes University." Thesis, Rhodes University, 2010. http://hdl.handle.net/10962/d1016352.
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The use of blended learning to support teaching and learning is growing globally. Few studies, however, have investigated the relation between students’ learning styles and their perceptions of blended learning. This study used a case-study approach to investigate third year Environmental Science students’ learning styles and perceptions of the online component of blended learning at Rhodes University. Vermunt’s inventory of learning’s styles instrument was used to assess the students’ learning styles. Students’ perceptions of online learning were assessed using an 84-item online experience questionnaire. Multivariate cluster analyses based on students’ learning styles, perceptions of online learning and final coursework marks were done. The correlation between learning styles and perceptions of blended learning was assessed. Students had been using computers for about 10 years. About 91% of students owned computers and 50% had access to Internet at home or in their residences. Internet and email were the most commonly used tools for student learning averaging about at least six times per week. Three of Vermunt’s four learning styles were identified. These were the meaning-directed, application-directed and reproduction-directed styles. The undirected learning style was absent. A major finding of this study was the dissonance in learning styles of students. For example, students with the meaning-directed style also scored high on reproduction-directed style. Students combined deep approaches with memorisation when learning. I developed an instrument consisting of seven scales that described students’ perceptions of online learning. The scales were epistemological judgements, multiple sources of information, learning goals, relevance, Internet experience, appropriate tool and student interaction. There was high within scale variability in students’ perceptions of online learning. The perception that the Internet provided multiple sources of information was positively associated with advanced models of epistemology that support the construction of knowledge. There was dissonance between the perception of the Internet as enhancing epistemological judgements and some components of learning style. A perception of epistemological judgements was positively correlated with both deep and surface cognitive processing strategies.
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Akman, Evrim. "Student Perceptions On Learning By Design Method In Web-based Learning Environment: A Case Study." Master's thesis, METU, 2010. http://etd.lib.metu.edu.tr/upload/3/12611781/index.pdf.
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The purpose of this study was to investigate the perceptions of students in an implementation of &ldquo<br>Learning by Design&rdquo<br>method through a web based learning environment. The information gathered from the students enrolled in the undergraduate course<br>&ldquo<br>Foundations of Distance Education&rdquo<br>in 2009 Summer School and 2009-2010 Fall Semesters was evaluated.
The course was given in blended form, i.e. face to face lessons and online instructional activities were performed together. In the web based part of the course, several educational modules of an open source learning management system (LMS), such as quizzes, forums, lesson pages, wiki pages, mail interface etc. were used. The students were responsible for implementing an educational course site on the LMS platform, using the course curriculum applications.
Within the scope of this thesis, the perceptions of the students about course-related projects, and online and classroom activities were investigated through interviews and questionnaires. The academic development of students was also considered in the study. Additionally, several informal interviews were also done with the instructor of the course in order to investigate his perceptions about the conduct of the course. Questionnaire results have been analyzed quantitatively and face to face interview results have been analyzed qualitatively.
Both quantitative and qualitative data indicated that the students&rsquo<br>perceptions about how the course was conducted and the learning by design activities were generally positive. Especially the project work, which was assigned as a requisite of the learning by design method, was pointed out as a positive factor in students'<br>learning of the subject matter both in the questionnaires and in the face to face interviews. Another important finding of the interview and questionnaire results was that the communication between the instructor and the students contributed positively to not only learning the course content but the quality of the projects as well. As an outcome of this study, many important factors, which lead to successful results in implementation of learning by design method in a web based environment, have been identified. These results are presented in detail in the '<br>Discussion and Recommendations'<br>section.
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Corfield, George Thomas. "The role of technology in a 21st century pedagogy." Thesis, Teesside University, 2013. http://hdl.handle.net/10149/301642.
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The need for change within the Further Education sector in line with technological developments in our current society was apparent within my teaching practice. This led to a number of thoughts about virtual learning environments and its application within the teaching role. The role of the computer as a real socio-cultural learning environment was explored to examine if this environment could be nearer to the concrete experiential and situated learning environment that students came from at an early age. It was hoped that this would be a different learning environment that would start slowly and grow in an organic way. It involved the growth of a very different culture of learning, a learning environment that may include a different literature and with different ways of thinking about what is to be learned and how to learn it. It was also hoped that the virtual learning environment would provide a very powerful strategy to allow the operation of the principle of variation and selection which it needed within the college Learnwise Educational system. Education should shift from individual, technology-free cognition to a resourceful collaborative learning, and distributed intelligence. Learners should be empowered through thoughtful and innovative use of technologies, and benefit from social distributions of cognitions. Salomon et al.'s (1998) commented that education should pay more attention to the "effects of" technology rather than the "effects with" technology, so that autonomous performance may be achieved. The attempt of the first part of the research has been to investigate a student-centred strategy in a computer supported collaborative learning environment to see whether this kind of higher-order knowledge can be distributed among peers and environment. The starting point of the second part of my research focussed on the links between constructivist theory and knowledge management in relation to college teaching practice. Since this research formed part of a whole college restructuring of teaching and learning, a baseline for current practice was necessary. Literature concerning the use of technology was explored in order to benchmark where the college was at the start of the research. As a result of this initial investigation, a survey of current college practice resulted in a paper being accepted by the HE Academy at their 8th Annual Conference in 2007. Page 6 Results from this research indicated that, although the college displayed similar results to other FE establishments, it was imperative that a move to a new building with a digital environment philosophy required more than merely a physical move. As a result, research into emerging technologies was deemed to be important if the college was to take advantage of a new digital teaching concept. Investigation into collaborative tools and Web 2.0 techniques was seen as appropriate at this stage. The study of computer-supported collaboration included the study of this software and social phenomena associated with it. Through this element of research it was hoped to investigate these collaborative techniques in the light of constructivist theories in order to develop an appropriate and effective digital teaching model. Expanding the research to explore portal technologies, with a particular focus on the integration of teaching practice, would hopefully highlight a possible path connecting current practices to an educational portal and illuminate the benefits and challenges of such an endeavour. Acquiring and deploying Web-based collaborative functionality within an organisation has become a strategic move to improve relationships between employees, partners and customers. The ultimate aim of the research and hence the thesis being addressed, will be to show that it is possible to create a “Learning or College Gateway” as a solutions framework that helps improve education by integrating the tools staff and students already use and puts them to work connecting people with the information and processes they need to teach, learn and manage more effectively. This will create a powerful educational portal that enables the people throughout the college to share information and work together on activities from a single point of access. The gateway will therefore use innovative collaboration and communications technologies to help staff get more out of existing applications using familiar tools and extending the value of investment made in existing learning environment technologies. The aim of the research was partly answered by using project based scenarios which gave some staff a new insight into the use of ICT. However, those involved in projects were generally the more pro-active teachers. A slightly different approach is needed and College Management has been advised to explore the use of an interactive college intranet and a dedicated eLearning team as a possible way forward.
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Ticheler, Nathalie Valerie. "Institution-wide language programmes, higher education and blended learning : students' experience of a virtual learning environment among beginners and post-beginners of French." Thesis, University of Greenwich, 2013. http://gala.gre.ac.uk/11987/.
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In a context of precariousness of Modern Foreign Languages and promotion of e-learning at national level, often referred to as “technology-enhanced learning”, the targeted institution, a “new” university in the United Kingdom, offers an Institution-Wide Language Programme where language classes are presented as a blended learning package of face-to-face classes coupled with the use of the Blackboard Virtual Learning Environment (VLE). Operating within a hermeneutical phenomenological approach and constructionist epistemological principles, this thesis seeks to investigate the students’ experience of a VLE among beginners and post-beginners of French and in particular whether their level (beginners or post-beginners), status (undergraduates, post-graduates or external students) or the lecturers in charge of the various groups for the face-to-face component of the module, have any significance on their experience. At a time when the students’ feedback and the quality of their learning experience are considered with care by institutions of Higher Education, this thesis contributes to an enhanced knowledge of the students’ experience in connection with a VLE, obtained through a mixed-method approach based on the completion of 96 questionnaires and six follow-up interviews, in association with socio-constructivist principles. This research differentiates itself by being conducted specifically about students’ experience of the institutional VLE in a context of blended learning, with students based primarily on site, and study of languages. Although they may be considered as digitally literate, students’ response regarding their own experiences indicates that digital skills do not appear as readily transferable to formal learning contexts. Therefore, lecturers need to guide students in a structured and progressive manner in order to maximise their engagement with the VLE. In addition, it contributes further to knowledge by highlighting implications for pedagogical practices.
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Gosselin, Donna Gosselin. "Faculty Self-Efficacy Instructing in a Hybrid Learning Environment at a Career College." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3773.
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Since the inception of the hybrid instruction model at a career college in the western United States, there has not been an exploration of faculty members' understanding of hybrid instruction. Therefore, campus administrators do not have a clear understanding of the faculty perception of teaching in a hybrid learning environment. Using Bandura's social cognitive theory, this qualitative narrative inquiry study was conducted to explore faculty self-efficacy instructing in a hybrid learning environment at the career college. A purposeful sampling method was used to select 9 faculty who have taught less than 2 hybrid learning courses and attended the college professional development. In-depth semiformal interviews captured the data for this narrative inquiry. Data analysis was rooted in a 6-part Labovian model that captured the full story of the participants. Thematic analysis of data followed an inductive and interpretive approach to identify categories and 4 themes: discussion teaching, classroom environment, anchored by adult learning strategies, and self-reliance. The emerged themes provided the direction to increase faculty self-efficacy instructing in a hybrid learning environment. The resulting project was a 3-day professional development program with training in; discussion teaching; classroom environment; and adult learning strategies. The theme of self-reliance was the thread that linked all sessions of the professional development program together. This study may contribute to positive social change through the implementation of a professional development program leading to increased faculty self-efficacy instructing in a hybrid learning environment at a career college.
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Hay, Malcolm John. "Developing Effective Online Resources to Encourage Student Engagement in Carpentry Theory: A case study of High School Carpentry students in a blended learning environment." Thesis, University of Canterbury. Educational Studies and Leadership, 2013. http://hdl.handle.net/10092/7873.
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This case study examines some key factors that influence student engagement in a blended learning environment, in particular, when using interactive online resources to learn Carpentry theory.
The participants were volunteers from two parallel classes of secondary school students working toward Level 1 Building Construction and Allied Trade Skills Certificate designed for secondary schools by the Building Construction Industry Training Organisation. The participant researcher was also the teacher for both classes.
Data in this case study was collected by observation, reflective journal writing, student records, group discussion and analysis of student course results. It showed that the students responded positively to the blended classroom environment and the interactive online resources developed by the researcher for this study.
The blended learning environment in the classroom increased student participation, aided classroom management, and more than halved the time needed for both classes to finish the Instrumental Drawing Unit Standard 7502 while the interactive online resources enhanced student engagement and achievement in other areas of their theory. Students responded positively to the automated formative feedback and were encouraged by knowing their results instantly; working to gain top results and correct answers rather than just completing an activity by filling in the blanks. A competitive element was introduced by integrating a timer into the resources.
Challenges encountered included limited access to computers and the necessity for students to share computers, a network failure which made the online resources unavailable for an extended period, and storage problems for the online resources to allow them to be accessed from the online learning environment at school and at home.
This study concluded that technology can enable teachers to enhance their teaching and enrich the student learning environment through the introduction of a variety of media. Students still depended on face-to-face teacher input but, in the blended classroom environment and the online environment, the role of the teacher changed noticeably to a role of facilitator.
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Volansky, Kerry J. "What are Best Practices to Teach Orthopedic Psychomotor Skills in an Online Environment?" University of Findlay / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=findlay1564912951811945.
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Cardoso, Antônio Luiz Mattos de Souza. "Construção e difusão colaborativa do conhecimento: uma experiência construtivista de educação em um ambiente virtual de aprendizagem." reponame:Repositório Institucional da UFBA, 2010. http://www.repositorio.ufba.br/ri/handle/ri/11123.
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Previous issue date: 2010<br>No âmbito da Educação a Distância, os Ambientes Virtuais de Aprendizagem na Web ganham importância crescente. Alguns deles com grande impacto de público, em diferentes instituições de ensino tanto públicas e quanto particulares. Por mais paradoxal que seja, este fenômeno amplo e global abre espaço para o despertar de pequenas soluções similares que buscam atender a necessidades particulares de ensino e aprendizagem on-line de grupos locais. Neste universo em expansão, este trabalho descreve primariamente a trajetória de elaboração, construção e adaptação de um Ambiente Virtual de Aprendizagem na Web chamado Hospital Educacional, que nasceu a partir do desenvolvimento de uma solução de software baseada em ferramentas de Inteligência Artificial e aplicada com uma interface lúdica. Ele tem sido aplicado ininterruptamente em disciplinas de cursos de graduação presencial desde 2006-1, com uma proposta blended learning, haurindo benefícios de uma aprendizagem presencial e à distância. O cerne da prática pedagógica neste trabalho tem como objetivo específico promover o relacionamento aluno-aluno para a construção e difusão do conhecimento de maneira virtual e colaborativa sob mediação do professor. Como objetivo geral, este trabalho busca demonstrar o Hospital Educacional como um ambiente mediador de aprendizagem, que estimula o processo de ensino-aprendizagem e a participação dos alunos. A abordagem metodológica da pesquisa é a Fenomenológica-Hermenêutica, pois se busca compreender o uso deste ambiente de aprendizagem no contexto em que está inserido, através dos atores que o faz acontecer: o professor e os alunos. Como justificativa para execução deste trabalho, enumera-se a perspectiva de construir o conhecimento concebido pelos alunos, armazenando-o virtualmente no ambiente para ser a base de outras oportunidades de aprendizagem, através do uso de Objetos de Aprendizagem Reutilizáveis e, como segunda justificativa, possibilitar resgatar este conhecimento armazenado no ambiente para reconstruí-lo. São empregadas técnicas de pesquisa como Questionários, Entrevistas e Análise de documentos que, somados aos dados decorrentes das ações executadas pelos alunos no ambiente, auxiliam a compreender o uso do Hospital Educacional como um recurso de aprendizagem. Por meio destas técnicas de pesquisa, os resultados observados mostram um elevado nível de participação dos alunos, que aceitam entusiasticamente o ambiente e a sua proposta pedagógica. Estes resultados são expostos em forma de gráficos diversos e de um mosaico, construído a partir dos comentários dos alunos.<br>Salvador
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Fanning, Ashley. "Learning Through Nature: A Study of a Next Generation Science Standards Based Teacher Workshop that Blends Outdoor Learning Experiences with Formal Science." PDXScholar, 2016. http://pdxscholar.library.pdx.edu/open_access_etds/2731.
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Many teachers lack the confidence and knowledge to transition their classroom science lessons to an outdoor setting. Very few teacher professional development (PD) programs focus on improving teachers' self-efficacy and pedagogical content knowledge (PCK) that is needed to enhance their science curriculum with outdoor lessons. This study examined an exception: The Connect2Science workshops, which provided elementary teachers the opportunity to experience nature-based science lessons. My research question for this study is: In what ways does a professional development workshop focused around the Next Generation Science Standards influence teachers': a) self-efficacy in teaching science outdoors and b) science pedagogical content knowledge? Data was collected using a retrospective pre and post survey, a reflection piece on participants’ pedagogical content knowledge and semi-structured interviews. The results showed that participants’ self-efficacy was positively affected by the Connect2Science workshops. As for pedagogical content knowledge, the results give a small insight into how participants viewed and thought about student misconceptions and how the instructional strategies presented in the workshops equipped them to better address science content in an outdoor setting.