The Definition of Blended Learning in Higher Education

2012 ◽  
pp. 19-34 ◽  
Author(s):  
Mustafa Caner
Keyword(s):  
Higher Education ◽  
Blended Learning ◽  
Learning Environments ◽  
Information Technologies ◽  
Instructional Delivery ◽  
Learning Instruction ◽  
Definition Of ◽  
New Generation ◽  
Use Of Internet ◽  
Level Of Instruction

Through the beginning of the millennium, the education environments have witnessed the introduction of information technologies and new pedagogies. Especially, the extensive use of Internet technologies as well as the networked learning made it possible to design and utilize new generation learning environments that are realistic, authentic, and engaging. By means of educational developments, alternative content delivery techniques or technologies have been implemented into the teaching environments throughout the years. In an effort to capitalize on the advantages of instructional delivery modalities and minimize the disadvantages, scholars started to combine the most functional elements of the instruction in these learning environments and that is universally called as ‘Blended Learning’. Although the blended learning as an instruction model has an increasing interest in the field of higher education, it is still in its infancy. The definitions of blended learning in the literature needs to be clarified or collocated for the readers, who would like to deal with blended learning in any level of instruction. Therefore, this chapter reviews the recent literature on blended and online learning and juxtaposes the definitions of the blended learning as well as the types of blended learning instruction that took place in the higher education environments.

Blended Learning

2014 ◽  
pp. 18-27
Author(s):  
Kwesi Tandoh ◽  
Nidia Flis ◽  
Joseph Blankson
Keyword(s):  
Higher Education ◽  
Learning Styles ◽  
Blended Learning ◽  
Teaching And Learning ◽  
Instructional Delivery ◽  
Common Parlance ◽  
Definition Of ◽  
Education Courses

Blended learning in common parlance is the combination of different modes of instructional delivery, teaching, and learning styles. In this chapter, the authors expand on the definition of blended learning and outline the history and trends of blended learning in higher education. They also discuss implementation of blended learning in higher education courses. In addition, the authors highlight the benefits and challenges of blended learning and offer higher education instructors interested in implementing blended learning course solutions on how they might address these challenges.

Consolidating The System Of Fostering Students’ Linguistic Skills At Philological Higher Education Institutions Of Specilized In Teaching English Based On The Approach Of Blended Learning

2020 ◽  
Vol 2 (09) ◽  
pp. 579-585
Author(s):  
Azizov Solijon Uchmas o’g’li
Keyword(s):  
Higher Education ◽  
Blended Learning ◽  
Information Technologies ◽  
Higher Education Institutions ◽  
Teaching English ◽  
Educational Materials ◽  
Specific System ◽  
Modern Education ◽  
Linguistic Skills ◽  
Listening And Speaking

The quality and content are constantly increasing their relevance in the conditions of modern education. If quality can be understood as means and educational materials which are used in the process, the content is a sign of the diversity of these materials and a factor which takes into account the age, abilities and chances of learners. Taking into account these two important factors, the theoretical and practical bases of combining modern information technologies in improving the quality and content of the system of blended learning at philological higher education institutions of specialized in teaching English are described in detail. In addition, the paths and stages of creating a specific system that runs continuously, combining the effective and reasonable functions of social networking services (SNS) and messengers in consolidating the quality and content indicators of blended learning, are gradually illustrated. Besides that, by combining online educational materials with traditional place-based classroom methods at philological higher education institutions which are specialized in teaching English based on the approach of blended learning, the system of fostering students’ linguistic skills, such as reading, writing, listening, and speaking can be optimized and modernized according to the results of this research in the article.

Investigating Student Perceptions and the Effectiveness of K-12 Blended Learning Communities

2019 ◽  
pp. 500-522
Author(s):  
Gina Tovine ◽  
April Fleetwood ◽  
Andrew Shepherd ◽  
Colton J. Tapoler ◽  
Richard Hartshorne ◽  
...  
Keyword(s):  
Higher Education ◽  
Blended Learning ◽  
Learning Communities ◽  
Student Perceptions ◽  
Learning Environments ◽  
Teaching And Learning ◽  
Virtual School ◽  
Design Development ◽  
Florida Virtual School ◽  
K 12

While the growth of blended learning environments in higher education and non-educational settings has continued to increase in recent years, this has not been the case in K-12 settings. Recently, in an effort to explore the viability and effectiveness of K-12 blended learning environments, Florida Virtual School (FLVS) has been piloting blended learning communities in a number of their schools, providing opportunities to explore factors that influence the effectiveness of K-12 blended learning communities. Thus, the purpose of this chapter is to report the results of a study designed to assess conditions that influence the effectiveness of K-12 blended learning communities, and to explore learner, instructor, course, and other factors important to successful blended learning communities. Findings will inform the design, development, and implementation of future K-12 blended teaching and learning environments in an effort to support and strengthen student achievement, the preparation of teachers to facilitate effective blended learning environments.

Application of Gamification to Blended Learning in Higher Education

2019 ◽  
pp. 50-61
Author(s):  
Kamini Jaipal-Jamani ◽  
Candace Figg
Keyword(s):  
Higher Education ◽  
Blended Learning ◽  
Learning Environments ◽  
Traditional Instruction ◽  
Teaching Strategy ◽  
Digital Game ◽  
Game Based Learning ◽  
Web Based ◽  
Face To Face ◽  
Gamified Learning

Digital game-based learning (DGBL) has been identified as an effective digital teaching strategy to foster 21st century learning. The inclusion of digital game-based learning in instruction is challenging for educators to structure in higher education learning environments, often because of the lack of coherence with curriculum. Gamification is a recent DGBL strategy that enables the instructor to incorporate the motivational and engagement elements of games in ways that can be adapted to curriculum requirements. Gamification, supported with digital technologies such as web-based tools and learning management systems, offers the instructor the benefits of both face-to-face traditional instruction and online learning. An example of how blended learning in higher education incorporates gamification is presented. Study findings indicate that the blended gamified learning environment motivated learners and promoted cognitive, skill, and attitude development.

Pedagogical Values in Online and Blended Learning Environments in Higher Education

2021 ◽  
pp. 1381-1403
Author(s):  
Sophia Palahicky ◽  
Donna DesBiens ◽  
Ken Jeffery ◽  
Keith Stuart Webster
Keyword(s):  
Higher Education ◽  
Student Success ◽  
Blended Learning ◽  
Student Performance ◽  
Learning Environments ◽  
Teaching Practice ◽  
Secondary Educators ◽  
Post Secondary ◽  
Successful Teaching

Pedagogical values directly affect student performance and, therefore, are essential to successful teaching practice. It is absolutely critical that post-secondary educators examine and reflect on their pedagogical values because these principles pave the path for student success. This chapter describes four pedagogical values that are critical to student success within the context of online and blended learning environments in higher education: 1) value of care; 2) value of diversity; 3) value of community; and 4) value of justice.

From Face-to-Face to Digital Learning

2021 ◽  
pp. 114-125
Author(s):  
Dionisia Tzavara ◽  
Dimitrios Koufopoulos
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Learning Environments ◽  
Instructional Delivery ◽  
Learning Design ◽  
Digital Learning ◽  
Teaching Experiences ◽  
Learning And Teaching ◽  
Face To Face ◽  
Theoretical Considerations

As a result of the COVID-19 pandemic, universities worldwide were forced to close their campuses and move instructional delivery to a digital mode. Many argued that this massive emergency digitalisation of instructional delivery was a major move of higher education toward online learning. However, this view overlooks considerations of pedagogy and of online learning design and delivery. Online learning is not just about uploading content to an online space or about moving all lectures online, and there is a whole theory behind designing online learning environments and delivering online learning. This chapter will discuss key theoretical considerations behind online learning design and delivery in relation to the digitalisation of higher education during COVID-19 with a view to make recommendations that will help universities design fulfilling and effective online learning and teaching experiences for their students and faculty.

Pedagogical Values in Online and Blended Learning Environments in Higher Education

2021 ◽  
pp. 1316-1338
Author(s):  
Sophia Palahicky ◽  
Donna DesBiens ◽  
Ken Jeffery ◽  
Keith Stuart Webster
Keyword(s):  
Higher Education ◽  
Student Success ◽  
Blended Learning ◽  
Student Performance ◽  
Learning Environments ◽  
Teaching Practice ◽  
Secondary Educators ◽  
Post Secondary ◽  
Successful Teaching

Pedagogical values directly affect student performance and, therefore, are essential to successful teaching practice. It is absolutely critical that post-secondary educators examine and reflect on their pedagogical values because these principles pave the path for student success. This chapter describes four pedagogical values that are critical to student success within the context of online and blended learning environments in higher education: 1) value of care; 2) value of diversity; 3) value of community; and 4) value of justice.

The Blended Learning Environment in Higher Education

2016 ◽  
pp. 180-197
Author(s):  
Ellen Boeren
Keyword(s):  
Higher Education ◽  
Learning Environment ◽  
Blended Learning ◽  
Learning Environments ◽  
Critical Analysis ◽  
Teaching And Learning ◽  
Teaching Practice ◽  
Self Determination Theory ◽  
Self Determination

This chapter explores the author's experiences with blended learning, both as a tutor and as a student at a British Russell Group University. The chapter starts from the importance of encouraging an autonomy supporting learning environment, featured within self-determination theory (Ryan & Deci, 2000). In the first part of the chapter, definitions of blended learning will be briefly reviewed. Secondly, the role of the learning environment will be explained, drawing upon previous research on learning environments undertaken by Darkenwald and Valentine (1986), mentioning the importance of the learning environment within motivational theories. Thirdly, results of a critical analysis on the own teaching and learning practice will be conducted, comparing the perspective of being a tutor and being a student. Finally, recommendations for future teaching practice will be discussed, before concluding this chapter.

Blended Learning Environments

2011 ◽  
pp. 172-179 ◽  
Author(s):  
Charles R. Graham ◽  
Stephanie Allen
Keyword(s):  
Higher Education ◽  
Blended Learning ◽  
Learning Environments ◽  
Research Literature ◽  
State University ◽  
Blended Courses ◽  
Academic Publications ◽  
Education Today ◽  
Trade Magazines ◽  
American Society

The term “blended learning” is being used with increased frequency in academic publications and conferences as well as in industry trade magazines around the world. In 2003, the American Society for Training and Development identified blended learning as one of the top ten emergent trends in the knowledge delivery industry (Rooney, 2003). In higher education, some predict a dramatic increase in the number of hybrid (i.e., blended) courses that will include as many as 80-90% of the range of higher education courses (Young, 2002). Additionally, in a recent Chronicle of Higher Education article, the president of Pennsylvania State University, Graham Spanier, was quoted as saying that the convergence between online and residential instruction was “the single-greatest unrecognized trend in higher education today” (Young, 2002). This article provides an overview of blended learning environments (BLEs) with examples from both corporate training and higher education contexts. It also identifies the most common benefits and challenges related to the use of blended learning environments from the research literature.

Designing Blended Learning Environments

2011 ◽  
pp. 562-570 ◽  
Author(s):  
Charles G. Graham ◽  
Stephanie Allen
Keyword(s):  
Higher Education ◽  
Blended Learning ◽  
Learning Environments ◽  
Research Literature ◽  
State University ◽  
Blended Courses ◽  
Academic Publications ◽  
Education Today ◽  
Trade Magazines ◽  
American Society

The term “blended learning” is being used with increased frequency in academic publications and conferences, as well as in industry trade magazines around the world. In 2003 the American Society for Training and Development identified blended learning as one of the top 10 emergent trends in the knowledge-delivery industry (Rooney, 2003). In higher education, some predict a dramatic increase in the number of hybrid (i.e., blended) courses will include as many as 80%- 90% of the range of higher-education courses (Young, 2002). Additionally, in a recent Chronicle of Higher Education article, the president of Pennsylvania State University, Graham Spanier, was quoted as saying that the convergence between online and residential instruction was “the single-greatest unrecognized trend in higher education today” (Young, 2002). This article provides an overview of blended learning environments (BLEs) with examples from both corporate training and higher-education contexts. It also identifies the most common benefits and challenges related to the use of blended learning environments from the research literature.

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