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Добірка наукової літератури з теми "Blended courses"

Автор: Grafiati

Опубліковано: 3 червня 2025

Оновлено: 31 липня 2025

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Статті в журналах з теми "Blended courses"

1

Gao, Yu. "Blended Teaching Strategies for Art Design Major Courses in Colleges." International Journal of Emerging Technologies in Learning (iJET) 15, no. 24 (2020): 145. http://dx.doi.org/10.3991/ijet.v15i24.19033.

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Анотація:

The blended teaching has not been well implemented in art design major courses of colleges. Neither has the performance of this teaching mode in course teaching been correctly evaluated. To solve the problem, this paper attempts to design suitable blended teaching strategies for art design major courses in colleges. To this end, a theoretical analysis was carried out on how blended teaching promotes the effects of modern art design education and course teaching. On this basis, several strategies were presented to implement blended teaching in art design major courses of colleges. From the pers

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2

M Smith, Christina. "Implementing and Evaluating a Blended Learning Format in the Communication Internship Course." Journal of Information Technology Education: Innovations in Practice 14 (2015): 217–35. http://dx.doi.org/10.28945/2299.

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The use of blended learning is well suited for classes that involve a high level of experiential inquiry such as internship courses. These courses allow students to combine applied, face-to-face fieldwork activities with a reflective academic component delivered online. Therefore, the purpose of this article is to describe the pedagogical design and implementation of a pilot blended learning format internship course. After implementation, the pilot class was assessed. Results of the survey and focus group revealed high levels of student satisfaction in the areas of course structure, faculty-st

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3

Koo, Alex. "Logic as a Blended Course." Teaching Philosophy 43, no. 2 (2020): 139–56. http://dx.doi.org/10.5840/teachphil2020511121.

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I present Modern Symbolic Logic, an introductory philosophy course in first-order logic, as a blended course. A blended course integrates online video learning with in-class activities, out of class supports, and deliverables into a cohesive and mutually supporting package. Blended courses are an enhancement on hybrid courses, which focus on online video learning but not on the additional supports needed for an effective learning experience. This paper has two central aims. The first is to present a blended course in action in order to address a need in the literature for detailed reports of b

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Chen, Jian, Junhai Zhou, Yong Wang, et al. "Blended learning in basic medical laboratory courses improves medical students’ abilities in self-learning, understanding, and problem solving." Advances in Physiology Education 44, no. 1 (2020): 9–14. http://dx.doi.org/10.1152/advan.00076.2019.

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Blended learning, is a teaching approach that integrates online self-learning and classroom teaching. When designed well, blended learning courses in medicine can facilitate students to improve themselves in self-learning, understanding, and problem solving, ultimately enhancing their learning efficiency. However, blended teaching methods are usually used in only a single course, so it is unclear whether these methods can work well in a variety of basic medical courses. The goal of this study is to explore students’ perceptions of whether blended laboratory courses are helpful for them in over

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5

McGee, Patricia. "Blended Course Design." International Journal of Mobile and Blended Learning 6, no. 1 (2014): 33–55. http://dx.doi.org/10.4018/ijmbl.2014010103.

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Blended or hybrid course design is generally considered to involve a combination of online and classroom activities. However defining blended courses solely based on delivery mode suggests there is nothing more to a blended course than where students meet and how they use technology. Ultimately there is a risk that blended courses defined in this way will not utilize effective strategies that have proven to improve learning for students. This study investigates pedagogical strategies or designs that have reported success in higher education coursework as published in articles that address blen

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LAM, CHING MAN, and ZIXIN PAN. "BLENDED LEARNING IN SOCIAL WORK PRACTICE COURSES: A REFLECTIVE LEARNING MODEL." Hong Kong Journal of Social Work 55, no. 01n02 (2021): 53–68. http://dx.doi.org/10.1142/s0219246221000061.

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The rapid development of information technology and the recent global pandemic have accelerated the use of online courses in spheres of higher education. However, the use of technology in social work education remains controversial, particularly regarding practice-related courses. This paper reports experiences of using the reflective-based blended approach in courses for teaching social work practice. Positive evaluation and feedback were obtained from students that indicates the success of blended teaching. Based on the practice experience, the paper discusses success factors and difficultie

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Gaftandzhieva, Silvia, Rositsa Doneva, Sadiq Hussain, Ashis Talukder, Gunadeep Chetia, and Nisha Gohain. "QUALITY OF BLENDED LEARNING COURSES: STUDENTS’ PERSPECTIVE." Mathematics and Informatics 66, no. 6 (2023): 607–23. http://dx.doi.org/10.53656/math2023-6-4-qua.

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This research paper focuses on studying students' perspectives on the quality of online course developed to support traditional face-to-face learning, specifically exploring their satisfaction levels. The study aims to identify the factors influencing student satisfaction and their impact on academic performance. A questionnaire was developed, consisting of four evaluated areas: course content and design, organization and preparation of training, communication and support in the learning process, and evaluation. The questionnaire was administered to 51 students who completed an Object-Oriented

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Ketsman, Olha. "Perspectives of Pre-Service Teachers About Blended Learning in Technology Integration Courses." International Journal of Mobile and Blended Learning 11, no. 4 (2019): 15–31. http://dx.doi.org/10.4018/ijmbl.2019100102.

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This mixed-methods study explores pre-service teachers' perspectives towards using blended learning in technology integration courses. Data were collected through surveys and interviews with pre-service teachers enrolled in technology integration courses in a large Midwestern university. Findings from the study showed that pre-service teachers had favorable perspectives towards using a blended learning approach to teach technology integration courses. The majority of pre-service teachers preferred that the technology-integration course adopt a blended format instead of a traditional face-to-fa

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Gates, Trevor G., and Jason A. Dauenhauer. "Student perceptions of social work practice skills: A comparison of blended and traditional learning." Journal of Practice Teaching and Learning 14, no. 3 (2017): 27–45. http://dx.doi.org/10.1921/jpts.v14i3.1013.

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Blended learning is a growing trend in social work education. Students are increasingly enrolling in blended or online classes as a part of traditional undergraduate degree programs, and several programs are developing programs that rely heavily on online delivery. However, there are questions about whether students are adequately receiving the training needed, particularly in practice courses, to effectively intervene with individuals, families, and communities. The purpose of the present descriptive study was to compare students’ (N = 45) perceptions of social work practice skills gained in

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Cui, Yiran, Meng Li, and Yangyang Luo. "Strategies for Conducting Blended Learning in VET: A Comparison of Award-Winning Courses and Daily Courses." Behavioral Sciences 15, no. 6 (2025): 787. https://doi.org/10.3390/bs15060787.

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Blended learning has emerged as a popular trend in education; however, as students from higher vocational colleges who are often in the lower 50% of national standardized entrance exam achievers, their teachers face unique challenges in implementing blended learning. This study summarized effective blended learning strategies in higher vocational education and training (VET) classrooms by comparing 53 award-winning and 40 daily course videos in China. Firstly, video analysis and Lag sequential analysis were employed to identify effective strategies for implementing blended learning in diverse

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Дисертації з теми "Blended courses"

1

Gulati, Shalni. "Learning during online and blended courses." Thesis, City University London, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.433652.

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Chim, Tat-mei Alice, and 詹達美. "An instructional design theory guide for blended learning courses." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2004. http://hub.hku.hk/bib/B30406213.

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Anderson, Hope M. "Blended Basic Language Courses: Making Pedagogical and Administrative Choices about Technology." Diss., The University of Arizona, 2016. http://hdl.handle.net/10150/612402.

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Анотація:

Digital learning is becoming increasingly prevalent in colleges and universities in the United States (Allen & Seaman, 2013; Godev, 2014), including in the social field of second language learning. In larger language programs in particular, online and blended (partially online) courses are gaining popularity, such as the recently cited "hybrid revolution in Spanish-language learning" (Long, 2014, p. 1). Administrators look to digital solutions to tight finances, a lack of classroom space, and student demands. A current challenge in the field is helping instructors and students adapt to digital

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Cleugh, Christina. "Sense of community in post-secondary online blended courses| Importance of, opportunities and implications for course development." Thesis, Pepperdine University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3601445.

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<p> The need to belong and connect with others is universal among human beings. Technological advances make connecting and belonging possible via technologies, without face to face interaction. This new ubiquitous way of belonging and connecting is seen in all areas of communication, including work, schools and social environments. Online learning programs pose new challenges and questions. The purpose of this study was to learn more about the importance of sense of community within blended online programs and to determine whether there are specific learning activities that either enhance or d

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Culbertson, Pamela A. "High School Blended Learning Courses| Teacher Beliefs, Perceptions of Experiences, and Recommendations." Thesis, State University of New York at Albany, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10748089.

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<p> Increasingly, more high school teachers are providing instruction using blended learning. This provides benefits to students such as having more time flexibility in their learning as well as the ability to work through assignments at their own pace (Oliver & Kellogg, 2015). However, this also involves student challenges, such as the need for self-motivation and time management. </p><p> The purpose of this qualitative study is to gain insight regarding teacher perceptions, experiences, and recommendations regarding transitioning from teaching in a face-to-face classroom environment to

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Eberhardt, Edna Lucille. "Students' Use of Self-Regulation Strategies in Fully Online and Blended Courses." Thesis, Piedmont College, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3560406.

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<p>This study examined students’ use of self-regulation strategies in fully online and blended courses in a rural high school in northeast Georgia. An examination of self-regulation strategies between and within ethnic groups, gender, students’ grade level, and students enrolled or not enrolled in online or blended courses was conducted. Students (n = 507) and teachers (n = 57) from the high school were provided online learning tasks aimed to advance strategies on self-regulated learning. A modified version of the MSLQ (Pintrich, Smith, Garcia, and McKeachie (1991) was used for the

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Al-Hamad, Salah Madhi Ahmad. "Blended learning system for further and higher education mechanical engineering courses in Bahrain." Thesis, University of Huddersfield, 2013. http://eprints.hud.ac.uk/id/eprint/19028/.

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Анотація:

Teaching and learning processes that are being followed globally by education providers consist of conventional face-to-face approach. Various socio-economic indicators have increased the pressure on Engineering Education in Bahrain in order to equip the students with both cognitive and psychomotor skills that are required by the labour market. The globalisation, along with the interdependence of various economies, has resulted in creating an extra dimension to the higher order of skills requirements. Hence, there is a need to develop new teaching and learning (T & L) methodologies that can co

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Porter, Wendy Woodfield. "Institutional Adoption of Blended Learning in Higher Education." BYU ScholarsArchive, 2014. https://scholarsarchive.byu.edu/etd/5762.

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Анотація:

Relatively little research on blended learning (BL) addresses institutional adoption in higher education. Graham, Woodfield, and Harrison (2012) proposed a framework for institutional BL adoption, identifying three stages: (a) awareness/exploration, (b) adoption/early implementation, and (c) mature implementation/growth. The framework also identified key strategy, structure, and support issues universities may address at each stage. In this series of articles, the authors applied that framework to institutions of higher education implementing BL. In the first article, the authors applied th

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Middlebrook, Rebecca. "PEDAGOGICAL RE-MEDIATION IN HYBRID COURSES: A CASE STUDY OF FIVE FIRST-YEAR COMPOSITION INSTRUCTORS." Doctoral diss., University of Central Florida, 2009. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/4177.

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Анотація:

As the move to increase availability of composition courses in the online environment continues, it is important to understand the ways in which composition instructors have taken on the challenges associated with moving their teaching online and how they modify, or re-mediate, their pedagogy for the this new teaching and learning environment. This study takes on the task of examining re-mediation as it occurs in the pedagogical practices used by instructors to facilitate peer review activities in hybrid, first-year composition courses. At the same time, it is important to understand the varyi

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Sizemore, Mary L. "Personalized Online Learning Labs and Face-to-Face Teaching in First-Year College English Courses." Thesis, University of North Texas, 2017. https://digital.library.unt.edu/ark:/67531/metadc984240/.

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The purpose of this two-phase, explanatory mixed methods study was to understand the benefits of teaching grammar from three different learning methods: face-to-face, online personalized learning lab and a blended learning method. The study obtained quantitative results from a pre and post-tests, a general survey and writing assignment rubrics from three English 1301 classes and then follow-up interviews with focus groups from each class to explore those results in more depth. In the first phase, quantitative research questions addressed the relationship of grammar teaching methods and gramma

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Книги з теми "Blended courses"

1

Forbes, Dianne, Nicola Daly, and Liang Li. Designing Discussion for Online and Blended Courses. Springer Nature Singapore, 2024. http://dx.doi.org/10.1007/978-981-97-6196-8.

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Linder, Kathryn E., and Kevin Kelly. The Blended Course Design Workbook. 2nd ed. Routledge, 2024. http://dx.doi.org/10.4324/9781003447634.

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Linder, Kathryn E. The Blended Course Design Workbook. Routledge, 2023. http://dx.doi.org/10.4324/9781003447627.

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Caporali, Enrica, and Vladimir Trajkovik, eds. Video Conference as a tool for Higher Education. Firenze University Press, 2012. http://dx.doi.org/10.36253/978-88-6655-108-9.

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The book describes the activities of the consortium member institutions in the framework of the TEMPUS IV Joint Project ViCES - Video Conferencing Educational Services (144650-TEMPUS-2008-IT-JPGR). In order to provide the basis for the development of a distance learning environment based on video conferencing systems and develop a blended learning courses methodology, the TEMPUS Project VICES (2009-2012) was launched in 2009. This publication collects the conclusion of the project and it reports the main outcomes together with the approach followed by the different partners towards the achieve

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Garrison, D. R. Blended learning in higher education: Framework, principles, and guidelines. Jossey-Bass, 2008.

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Anderson, Hope M. Blended Basic Language Courses: Design, Pedagogy, and Implementation. Taylor & Francis Group, 2018.

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Anderson, Hope M. Blended Basic Language Courses: Design, Pedagogy, and Implementation. Taylor & Francis Group, 2021.

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Anderson, Hope M. Blended Basic Language Courses: Design, Pedagogy, and Implementation. Routledge, 2018.

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Anderson, Hope M. Blended Basic Language Courses: Design, Pedagogy, and Implementation. Taylor & Francis Group, 2018.

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Maciaszczyk, Sylvia. Design and Implementation of Blended Language Courses in Tertiary Education. Lang GmbH, Internationaler Verlag der Wissenschaften, Peter, 2019.

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Частини книг з теми "Blended courses"

1

Anderson, Jeremy, Heather Bushey, Maura Devlin, and Amanda Gould. "Efficacy of Adaptive Learning in Blended Courses." In Blended Learning. Routledge, 2021. http://dx.doi.org/10.4324/9781003037736-13.

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Manna, Manpreet Singh, Balamurugan Balusamy, Meenakshi Sharma, and Prithi Samuel. "Massive Open Online Courses (MOOCs)." In Blended Learning and MOOCs. Routledge India, 2023. http://dx.doi.org/10.4324/9781003307730-6.

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Manna, Manpreet Singh, Balamurugan Balusamy, Meenakshi Sharma, and Prithi Samuel. "Massive Open Online Courses (MOOC)." In Blended Learning and MOOCs. Routledge India, 2023. http://dx.doi.org/10.4324/9781003307730-7.

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Hillman, Daniel, Robert Schudy, and Anatoly Temkin. "Developing and teaching blended courses." In Winning Online Instruction. Routledge, 2022. http://dx.doi.org/10.4324/9781003161288-7.

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Albó, Laia, Jordan Barria-Pineda, Peter Brusilovsky, and Davinia Hernández-Leo. "Concept-Level Design Analytics for Blended Courses." In Lecture Notes in Computer Science. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-29736-7_40.

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Dennihy, Melissa. "More Than Words: Student Participation in Blended Courses." In Teaching Community College and Historically Underserved Students. Springer Nature Switzerland, 2024. http://dx.doi.org/10.1007/978-3-031-68741-9_6.

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Vitolina, Ieva, and Atis Kapenieks. "E-inclusion Prediction Modelling in Blended Learning Courses." In Educating Engineers for Future Industrial Revolutions. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-68198-2_30.

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Klimova, Blanka, Ivana Simonova, and Petra Poulova. "Blended Learning in the University English Courses: Case Study." In Blended Learning. New Challenges and Innovative Practices. Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-59360-9_5.

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Larrañaga, Mikel, and Ainhoa Álvarez. "Domain Model for Adaptive Blended Courses on Basic Programming." In Lecture Notes in Computer Science. Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-19773-9_99.

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"Designing Blended Courses." In Essentials for Blended Learning. Routledge, 2014. http://dx.doi.org/10.4324/9780203075258-10.

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Тези доповідей конференцій з теми "Blended courses"

1

Gong, Yumei, Haihua Yu, Jinyan Hu, and Shaojing Song. "Research on the Integration of Blended of Knowledge Graph-Based Blended Teaching and Project-Based Learning in Bilingual Practical Courses." In 2024 5th International Conference on Information Science and Education (ICISE-IE). IEEE, 2024. https://doi.org/10.1109/icise-ie64355.2024.11025456.

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Holotescu, Carmen, Gabriela Grosseck, Vladimir Cretu, and Antoanela Naaji. "INTEGRATING MOOCS IN BLENDED COURSES." In eLSE 2014. Editura Universitatii Nationale de Aparare "Carol I", 2014. http://dx.doi.org/10.12753/2066-026x-14-034.

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Integrating MOOCs in Blended Courses Authors: Carmen Holotescu, Gabriela Grosseck Numerous recent studies appreciate that "MOOCs bring an impetus of reform, research and innovation to the Academy" (DBIS, 2013). Even though MOOCs are usually developed and delivered as independent online courses, experiments to wrap formal university courses around existing MOOCs are reported by teachers and researchers in different articles (Bruff et al., 2013). This paper describes a different approach, in which the participation of students in different MOOCs was integrated in a blended course run on a social

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Neacsu, Mihaela gabriela, and Adrian Adascalitei. "NEW TRENDS FOR DEVELOPING BLENDED LEARNING COURSES." In eLSE 2016. Carol I National Defence University Publishing House, 2016. http://dx.doi.org/10.12753/2066-026x-16-268.

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The paper presents the conclusions of a qualitative study regarding the efficiency of new design/development models of pedagogical resurses very useful in blended learning. The purpose of the present study is the capitalization of the new blended educational directions used in designing/accomplishing/implementing modern courses used pedagogical methods, recent software products, new perspectives in the process of blended learning/education. The methodology is a qualitative one. The experts participating in the focus group introduce us to new insights with a view to blended learning, emphasizin

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Khan, Muhammad Ali, and Sajjad Mahmood. "Implementing Blended Learning through Studio Courses." In 2013 Fourth International Conference on e-Learning "Best Practices in Management, Design and Development of e-Courses: Standards of Excellence and Creativity". IEEE, 2013. http://dx.doi.org/10.1109/econf.2013.38.

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Hoque, Md Moinul, Kazi A. Kalpoma, Md Khairul Hasan, and Md Shahriar Mahbub. "Blended Learning Implementation at Ahsanullah University of Science and Technology – an Academic Quality Enhancer and a Savior During the Covid-19 Pandemic." In Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.2566.

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This work evaluates blended learning implementation at Ahsanullah University of Science and Technology (AUST) by integrating technologies with the collaboration of the Commonwealth of Learning (COL). It explores the readiness of students toward blended learning through their attitudes, perceptions of, and satisfaction. The Technology-Enabled Learning policy is institutionalized based on the necessary infrastructure and capacity of AUST and Twenty blended courses were developed for the students. These blended courses were offered by AUST during the COVID-19 pandemic, from 2 February to 13 Decem

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Backman, Jari L. H., Teemu Turunen-Saaresti, and Ahti Jaatinen. "Blended Education in Turbomachinery and Fluid Dynamics." In ASME Turbo Expo 2009: Power for Land, Sea, and Air. ASMEDC, 2009. http://dx.doi.org/10.1115/gt2009-59799.

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The paper deals with blended education in turbomachinery and fluid dynamics courses in Finland. The teaching methodology of these courses has been developed to comply with the new challenges of the education in technology. Presently six of the courses in the curriculum are following the schemes explained in this presentation. The courses are studied in the last year of the Bachelor level and in the Masters level quantifying from 2 to 4 ECTS credits. Students get all the material from the teaching platform in the web, which can be accessed freely anytime and practically from anywhere. Before at

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Alsuwaida, Nouf. "Designing and Evaluating the Impact of Using a Blended Art Course and Web 2.0 Tools in Saudi Arabia." In InSITE 2023: Informing Science + IT Education Conferences. Informing Science Institute, 2023. http://dx.doi.org/10.28945/5084.

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Aim/Purpose. This study designed and evaluated the impact of using a blended course and Web 2.0 tools into the “Design Fundamentals and Elements” course of a fine arts bachelor’s program at a Saudi Arabian university. The study also examined how students used Web 2.0 tools to improve their learning in the design of a blended (hybrid) course following the Quality Matters TM Higher Education Rubric (QMHER). Background. Web 2.0 tools such as Voki, YouTube, Pinterest, and Instagram feature educational technology that offers resources, helps instructors submit their lesson plans, create presentatio

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Albeanu, Grigore, and Florin Popentiu vladicescu. "ON USING ADDIE/SAMR METHODOLOGY TO IMPROVE THE PERFORMANCE IN BLENDED LEARNING." In eLSE 2019. Carol I National Defence University Publishing House, 2019. http://dx.doi.org/10.12753/2066-026x-19-029.

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In large, blended learning combines the usage of online educational resources with traditional classroom approaches. However, blended learning exists on a continuum between 100% face-to-face and 100% online for training, student participation, and course delivering/accessing. Establishing the percent of blend is compulsory. The performance of blended learning classroom can be improved not only by technology mediation, but also developing well suited educational resources to be integrated during learning tasks. ADDIE/SAMR methodology deals with the development strategy of blended learning orien

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Croitoru, Doina. "SPORT EVENT ORGANIZER - A BLENDED LEARNING COURSE EXPERIENCE." In eLSE 2015. Carol I National Defence University Publishing House, 2015. http://dx.doi.org/10.12753/2066-026x-15-240.

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Sport event organizer as a blended learning course was developed in "E-learning for social partners" project. This project aimed to provide the possibility to study online to professional athletes. The project was financed from the Social European Fund and was implemented by the Professional and Amateur Footballers Association (AFAN) in partnership with National Trade Union Block (BNS) and Escola Professional Cristovao Colombo (EPCC) from Portugal In the project were developed 10 different courses - all of them aiming to facilitate the achievements of AFAN and BNS members - mainly by using an

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Lin, Che-Cheng, and Chiung-Hui Chiu. "Correlation between Course Tracking Variables and Academic Performance in Blended Online Courses." In 2013 IEEE 13th International Conference on Advanced Learning Technologies (ICALT). IEEE, 2013. http://dx.doi.org/10.1109/icalt.2013.57.

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Звіти організацій з теми "Blended courses"

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van Puffelen, E. A. M. Designing blended engineering courses. Wageningen University and Research, 2017. http://dx.doi.org/10.18174/424719.

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Mulkerrins, James, Tossa Harding, Ilse Hennemann, Bram de Groote, and Cora van Oosten. Designing blended learning courses for landscape professionals. Wageningen Centre for Development Innovation, 2022. http://dx.doi.org/10.18174/564863.

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Ronoh, Lilian, Ayub Shirandula, and Hillan Ronoh. Blended Learning Course Experience at Kaimosi Friends University. Commonwealth of Learning (COL), 2023. http://dx.doi.org/10.56059/11599/5475.

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In 2019, the Commonwealth of Learning (COL) supported Kaimosi Friends University (KAFU), previously known as Kaimosi Friends University College (KAFUCO), in adopting a technology-enabled learning (TEL) policy, with the main aim of improving the quality of learning outcomes and fostering innovations. In the 2020/2021 academic year, nine Moodle-based blended courses from three different departments were developed and implemented on the Moodle learning management system. This report presents the findings of a survey amongst students enrolled in those courses. The outcome of this study is intended

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Wamuga, Joseph Mwangi, and Florence W. Kamonjo. Blended Learning Experiences at Nakuru Training Institute. Commonwealth of Learning (COL), 2023. http://dx.doi.org/10.56059/11599/5361.

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This report presents the results of a survey conducted at Nakuru Training Institute, Kenya to evaluate the blended learning experiences of students and instructors in courses developed during a technology-enabled learning project and offered in the blended mode. The study was carried out among 144 students and nine instructors of blended learning classes. The courses were created and facilitated by instructors who had received blended learning implementation training from the Commonwealth of Learning. Mixed findings emerged from comparing the students’ grades in blended and non blended learnin

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Prasad, Deepak. The Impact of Blended Learning at the Fiji National University. Commonwealth of Learning (COL), 2022. http://dx.doi.org/10.56059/11599/4749.

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Blended learning has been an on-going mode of teaching and learning along with fully face-to-face and online modes at the Fiji National University (FNU) since the university adopted Moodle and other technological tools. However, online and blended learning became more significant in April to November 2021, when the university closed as part of the national disease control measures in the face of the Covid-19 pandemic. As part of the technology-enabled learning supported by the Commonwealth of Learning at FNU a study on the impact of blended learning was conducted to assess the university’s use

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Korobeinikova, Tetiana I., Nataliia P. Volkova, Svitlana P. Kozhushko, et al. Google cloud services as a way to enhance learning and teaching at university. [б. в.], 2020. http://dx.doi.org/10.31812/123456789/3854.

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The article is devoted to the issue of a cloud-based learning system implementation as a powerful strategy for future specialists’ training at higher educational establishments. Using cloud computing in self-work management of the university courses is essential to equip students with a workload of appropriate educational materials and variable activities for professional training. Theoretical and empirical research methods were applied to select the appropriate services and tools for organizing students’ self-work at university. Critical analysis of scientific literature, synthesis of the dat

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Danaher, Katherine. Meeting the Learning Needs of Refugees and Migrants in Tertiary Blended ESOL Courses. Unitec ePress, 2014. http://dx.doi.org/10.34074/ocds.003.

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Technology use in higher education is becoming ubiquitous. However, the particular needs of adult migrant and refugees studying English for Speakers of Other Languages (ESOL) necessitate careful course design and teaching practice if technology is not to present an insuperable barrier. This article surveys the literature to identify barriers to technology use by these learners, of which literacy and lack of prior experience stand out. Critical success factors in meeting their learning needs are categorized under self-regulated learning skills (as defined by (Zimmerman, 2002)), teacher support

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Danaher, Katherine. Meeting the Learning Needs of Refugees and Migrants in Tertiary Blended ESOL Courses. Unitec ePress, 2014. http://dx.doi.org/10.34074/ocds.003.

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Technology use in higher education is becoming ubiquitous. However, the particular needs of adult migrant and refugees studying English for Speakers of Other Languages (ESOL) necessitate careful course design and teaching practice if technology is not to present an insuperable barrier. This article surveys the literature to identify barriers to technology use by these learners, of which literacy and lack of prior experience stand out. Critical success factors in meeting their learning needs are categorized under self-regulated learning skills (as defined by (Zimmerman, 2002)), teacher support

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Bykova, Tatyana B., Mykola V. Ivashchenko, Darja A. Kassim, and Vasyl I. Kovalchuk. Blended learning in the context of digitalization. [б. в.], 2021. http://dx.doi.org/10.31812/123456789/4441.

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The realities of digitalization require changes in strategies for choosing educational technologies. The modern educational process is not possible without the use of digital technologies. Digital technologies have led to the arising and development of blended learning. However, its effectiveness is determined not only by technology. The human factor receives special attention in this direction. Analysis of the World Development Report 2016: Digital Dividends allows us to identify digital competence as a necessary condition for the successful use of digital technologies, and hence blended lear

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Shalatska, Hanna M., Olena Yu Zotova-Sadylo, and Ivan O. Muzyka. Moodle course in teaching English language for specific purposes for masters in mechanical engineering. [б. в.], 2020. http://dx.doi.org/10.31812/123456789/3881.

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The central thesis of this paper is that e-learning courses can have a significant impact on English language for specific purposes (ESP) proficiency of mining mechanical engineering students. The purpose of this study is to assess the effectiveness of ESP Moodle-based course “English for Mining Mechanical Engineers” and to reveal the results of its experimental approbation. In order to identify the lectures’ and learners’ needs we have applied the survey research. The survey confirmed the greatest demand for Moodle courses that include all the elements of a coherent training manual to provide

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