The structuration of blended learning: putting holistic design principles into practice

This chapter seeks to highlight the unique characteristics of blended learning communities and the special design consideration they call for. The blended nature of a community is reflected through the interplay of the online and offline dimensions of a community and the mix of various media in support of community-wide interaction. The authors introduce the notion of blended learning community based on related literature on learning community and blended learning and put forward design guidelines for building such communities. Further, a pilot study was conducted to test out the proposed design principles in the context of pre-service teacher education with blogs as the main vehicle for online communication. The authors’ work can contribute to a deepened understanding of learning communities situated in the blended media environment and provide a set of design principles for their development.

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Holistic design of online degree programmes in higher education – a case study from Finland

International Journal of Educational Management ◽

10.1108/ijem-12-2020-0588 ◽

2021 ◽

Vol ahead-of-print (ahead-of-print) ◽

Author(s):

Marjo Susanna Joshi

Keyword(s):

Higher Education ◽

Well Being ◽

Design Principles ◽

Instructional Designers ◽

Digital Competence ◽

Content Type ◽

Pedagogical Strategy ◽

Holistic Design ◽

Online Degree

PurposeThe purpose of this paper is to present design principles for holistic design of online degree programmes (ODPs) in higher education (HE). The study adds to previous research on online programme design by examining how the digital competence and pedagogical strategy of a HE organisation can inform holistic ODP design.Design/methodology/approachThis paper presents a case study placed in the context of a Finnish applied HE organisation. Design-based research (DBR) process is used to create holistic design principles for new ODPs. Theoretical framework for the study is digitally competent organisation (Kampylis et al., 2015) and pedagogical strategy is innovation pedagogy (Kettunen et al., 2013).FindingsDesign principles for pedagogically informed holistic design of ODPs are presented as a three-tiered model comprising organisational, pedagogical and ODP layers. Each layer includes various principles for holistic design to integrate an organisation's pedagogical strategy in a digitally competent context to create quality ODPs.Research limitations/implicationsThe paper presents a case study from a HE organisation in Finland, but results are applicable to a wider global audience.Practical implicationsAs a contribution to practitioners, this paper presents a three-tiered holistic design of ODP in HE organisation, where the design principles are categorised in organisational, pedagogical and ODP design layers. In addition, suggestions to managers, instructional designers and educators are made for the holistic design of ODPs.Social implicationsBuilding the sense of community in ODPs and offering continuous support in pedagogy and technology are valuable for the well-being of the staff, students and the wider society.Originality/valueThe paper draws relationships between holistic design of ODPs, digital competence and pedagogical strategy. The paper provides managerial and operational viewpoints to managers, administrators and educators of HE organisations that plan to create new ODPs with a holistic focus on the educational organisation, its pedagogical strategy and digital competence. Recommendations for further development, possible applications and research of ODP education are made.

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Design principles for the blend in blended learning: a collective case study

Teaching in Higher Education ◽

10.1080/13562517.2016.1183611 ◽

2016 ◽

Vol 21 (6) ◽

pp. 716-729 ◽

Cited By ~ 12

Author(s):

Ming Lai ◽

Kwok Man Lam ◽

Cher Ping Lim

Keyword(s):

Blended Learning ◽

Design Principles ◽

Collective Case Study

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Fostering English-Medium Instruction (EMI) Through Flipped Learning

Teacher Training for English-Medium Instruction in Higher Education - Advances in Higher Education and Professional Development ◽

10.4018/978-1-7998-2318-6.ch016 ◽

2020 ◽

pp. 340-355

Author(s):

Alberto Andujar

Keyword(s):

Higher Education ◽

Blended Learning ◽

Learning Environments ◽

Collaborative Work ◽

Design Principles ◽

Learning Model ◽

Education Level ◽

Flipped Learning ◽

Theoretical Frameworks ◽

English Medium Instruction

This chapter explores the possibilities of the flipped learning methodology to foster and improve English-medium instruction (EMI) at a higher education level. The design principles of EMI and flipped learning, and the most relevant theoretical frameworks for each of the fields are discussed. Moreover, factors to be considered when implementing the flipped learning model in EMI contexts are presented. Blended learning environments such as the flipped learning model may become a support during EMI, facilitating the development of interaction and collaborative work, and giving rise to a task-based communicative-oriented environment. At the same time, the flipped model may help overcome some of the challenges presented in the EMI literature.

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Design And Implementation The Cooperative Network Curriculum Based on Blended Learning Technology

Advanced Materials Research ◽

10.4028/www.scientific.net/amr.271-273.1909 ◽

2011 ◽

Vol 271-273 ◽

pp. 1909-1912

Author(s):

Zhe Nie

Keyword(s):

Blended Learning ◽

Curriculum Implementation ◽

Implementation Strategies ◽

Design Principles ◽

Traditional Classroom ◽

Classroom Teaching ◽

Learning Technology ◽

Cooperative Network ◽

Security Strategy ◽

Traditional Classroom Teaching

The network curriculum is an important component of the omni-directional course resource construction. The key of the omni-directional course resource construction is how to combining the network curriculum and the traditional classroom teaching together efficiently. This paper puts forward the corresponding design principles of building a collaborative network curriculum based on the blended learning technology. The corresponding design principles includes emphasizing the teaching design strategy based on task-driven of the network curriculum tent presentation and emphasizing the learning situation strategy base on project- driven of the curriculum implementation strategies. With a series of security strategy, it realizes the powerful and practical cooperative network curriculum..

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Collaborative foreign language learning practices and design principles for supporting effective collaboration in a blended learning environment

Educational Media International ◽

10.1080/09523987.2020.1848511 ◽

2020 ◽

Vol 57 (4) ◽

pp. 299-315

Author(s):

Mariolina Pais Marden ◽

Jan Herrington

Keyword(s):

Learning Environment ◽

Foreign Language ◽

Blended Learning ◽

Language Learning ◽

Foreign Language Learning ◽

Design Principles ◽

Learning Practices ◽

Effective Collaboration

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A peek in the micro-sized world: a review of design principles, engineering tools, and applications of engineered microbial community

Biochemical Society Transactions ◽

10.1042/bst20190172 ◽

2020 ◽

Vol 48 (2) ◽

pp. 399-409

Author(s):

Baizhen Gao ◽

Rushant Sabnis ◽

Tommaso Costantini ◽

Robert Jinkerson ◽

Qing Sun

Keyword(s):

Microbial Community ◽

Microbial Communities ◽

Environmental Remediation ◽

Real Life ◽

Design Principles ◽

Microbial Interactions ◽

Potential Applications ◽

New Gene ◽

Global Biogeochemical Cycles ◽

Synthetic Microbial Communities

Microbial communities drive diverse processes that impact nearly everything on this planet, from global biogeochemical cycles to human health. Harnessing the power of these microorganisms could provide solutions to many of the challenges that face society. However, naturally occurring microbial communities are not optimized for anthropogenic use. An emerging area of research is focusing on engineering synthetic microbial communities to carry out predefined functions. Microbial community engineers are applying design principles like top-down and bottom-up approaches to create synthetic microbial communities having a myriad of real-life applications in health care, disease prevention, and environmental remediation. Multiple genetic engineering tools and delivery approaches can be used to ‘knock-in' new gene functions into microbial communities. A systematic study of the microbial interactions, community assembling principles, and engineering tools are necessary for us to understand the microbial community and to better utilize them. Continued analysis and effort are required to further the current and potential applications of synthetic microbial communities.

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