scholarly journals Exploring Active Blended Learning Through the Lens of Team-Based Learning

2021 ◽  
pp. 172-192
Author(s):  
Rachel Maxwell ◽  
Roshni Khatri
Keyword(s):  
Blended Learning ◽  
Learning Experience ◽  
Teaching Strategy ◽  
Learning Technologies ◽  
Learning Spaces ◽  
Approach To Learning ◽  
Learning And Teaching ◽  
The Core ◽  
Team Based Learning ◽  
Core Concepts

This chapter showcases how the collaborative learning and teaching strategy known as Team-Based Learning™ (TBL) can deliver against the conceptual components within active blended learning (ABL), through exploration of different case studies from the authors' university. It begins by detailing the core concepts and theories underpinning each pedagogic approach before considering how adoption of TBL is consistent with the wider implementation of ABL. Case histories are used to highlight how these approaches enhance the student learning experience and how learning technologies can enable staff to do more of what they value within the classroom. The value of different learning spaces to facilitate TBL and augment the learning experience for both staff and students is considered. Finally, the chapter explores some of the more difficult questions around the lack of broader uptake of TBL within an institution committed to ABL as its standard approach to learning and teaching.

The Evolution of Pedagogy for Non-Traditional Students at a UK Higher Education Institution

2017 ◽  
pp. 179-197
Author(s):  
Tim Goodchild
Keyword(s):  
Higher Education ◽  
Blended Learning ◽  
Learning Experience ◽  
Education Institution ◽  
Learning Technologies ◽  
Education Students ◽  
Learning And Teaching ◽  
Classroom Activities ◽  
Uk Higher Education ◽  
The Relationship

The chapter will critically examine the evolution of pedagogy from a traditional ‘blended learning' approach driven by classroom teaching with some virtual activities, to a more student driven learning experience, where the classroom activities support the learning experience. It will include the use of the ‘carpe diem' framework (Armellini & Jones, 2008) as part of a challenge to the original pedagogic approach of teacher-led learning, and the move to a student-centred pedagogy, which is more inclusive of learning technologies and the unique challenges faced by work-based learning students. This chapter will offer a critical interrogation of the relationship between the notions of traditional teaching and higher education students, with emerging learning and teaching innovations for work-based students via more rounded understanding of blended learning and will conclude that knowledge and support of the diversity of staff and student experience, skills, motivations and capabilities is critical to sustainable and effective student-led, technologically rich approaches for this diverse group of students.

scholarly journals Enhancing Postgraduate Learning and Teaching: Postgraduate Summer School in Dairy Science

2014 ◽  
Vol 2014 ◽  
pp. 1-7 ◽  
Author(s):  
Pietro Celi ◽  
Gianfranco Gabai ◽  
Massimo Morgante ◽  
Luigi Gallo
Keyword(s):  
Summer School ◽  
Research Collaboration ◽  
Learning Experience ◽  
Scientific Investigation ◽  
Core Component ◽  
Learning And Teaching ◽  
Transferable Skills ◽  
The Core ◽  
Dairy Science ◽  
The University

Dairy science is a multidisciplinary area of scientific investigation and Ph.D. students aiming to do research in the field of animal and/or veterinary sciences must be aware of this. Ph.D. students often have vast spectra of research interests, and it is quite challenging to satisfy the expectation of all of them. The aim of this study was to establish an international Ph.D. training program based on research collaboration between the University of Sydney and the University of Padova. The core component of this program was a two-week Postgraduate Summer School in Dairy Science, which was held at the University of Padova, for Ph.D. students of both universities. Therefore, we designed a program that encompassed seminars, workshops, laboratory practical sessions, and farm visits. Participants were surveyed using a written questionnaire. Overall, participants have uniformly praised the Summer School calling it a rewarding and valuable learning experience. The Ph.D. Summer School in Dairy Science provided its participants a positive learning experience, provided them the opportunity to establish an international network, and facilitated the development of transferable skills.

scholarly journals Evaluating the introduction of team-based learning in a pharmacy consultation skills module

2020 ◽  
pp. 151-157
Author(s):  
Simon Tweddell
Keyword(s):  
Thematic Analysis ◽  
Teaching Strategy ◽  
Approaches To Learning ◽  
Pharmacy Education ◽  
Learning And Teaching ◽  
Written Comments ◽  
Team Based Learning ◽  
Course Material ◽  
Consultation Skills ◽  
Evaluation Survey

The learning and teaching strategy for a pharmacy consultation skills module was changed to Team-Based Learning (TBL) with the aim of motivating students to engage with course material pre-class and take deeper approaches to learning during class. Results from administering a validated TBL instrument suggests that students are more accountable and are satisfied with and have preference for TBL over traditional methods. Exam results show a 13% improvement in mean end-of- year examinations compared with pre-TBL results. Thematic analysis of written comments on the module evaluation survey suggest that they enjoyed learning using TBL and found it more engaging, stimulating and more effective for their learning; however, it could be improved through better management of workshop timings and more effective facilitation of discussion. TBL appears to have potential as a pedagogic approach in pharmacy education.

Designing Learning Activities with Mobile Technologies

2009 ◽  
pp. 1-20 ◽  
Author(s):  
Hokyoung Ryu
Keyword(s):  
Mobile Learning ◽  
Situated Learning ◽  
Learning Experience ◽  
Learning Technologies ◽  
Learning Activities ◽  
Mobile Technologies ◽  
Experience Design ◽  
Learning Spaces ◽  
Per Se

This introductory chapter focuses not so much on mobile learning technologies per se, but rather on a theoretical foundation and its pragmatic application to designing learning activities with mobile technologies. It sets out three learning spaces that are explicitly considered in the book: individual, collaborative, and situated learning. On these differing learning spaces, we begin by proposing the essential factors in effective mobile learning experience design that should be addressed by different features or functions of the relevant learning activities. In turn, derived is a conceptual framework to provide systematic support for mobile learning expererience design. This chapter concludes by surveying the mobile learning systems included in this book, reviewing their differing learning activities within context of the framework. We hope that this analysis will help to expose the key qualities and features that can support the future development of increasingly effective mobile learning applications.

Learning and Assessment with Virtual Worlds

2009 ◽  
pp. 55-75 ◽  
Author(s):  
Mike Hobbs ◽  
Elaine Brown ◽  
Marie Gordon
Keyword(s):  
Virtual Worlds ◽  
Second Life ◽  
Preliminary Analysis ◽  
Learning Experience ◽  
Cognitive Approach ◽  
Approach To Learning ◽  
Learning And Teaching ◽  
Transferable Skills ◽  
The Rich ◽  
Initial Results

This chapter provides an introduction to learning and teaching in the virtual world Second Life (SL). It focuses on the nature of the environment and the constructivist cognitive approach to learning that it supports. The authors present detailed accounts of two case studies and provide preliminary analysis of the way in which the environment helps students to achieve both explicit and implicit learning outcomes. The formal assessment for these studies allowed the content, style, narrative and working pattern to be decided by the students. They believe that this approach provides a useful stepping stone between content driven and problem-based teaching techniques. Initial results seem to indicate that students have brought in learning from other areas with a mature approach that enhances their transferable skills in group work, project management and problem based learning. The authors suggest that loosely specified assessments with suitable scaffolding, within the rich environment of Second Life, can be used to help students develop independent, self motivated learning. To support this they map criteria from problembased learning literature and link the learning experience to types of learner.

Team-Based Learning in Introductory Translation Courses

2015 ◽  
pp. 27-45
Author(s):  
Melissa Wallace
Keyword(s):  
Learning Outcomes ◽  
Teaching And Learning ◽  
Learning Strategy ◽  
Assessment Tool ◽  
Work Teams ◽  
Learning Experience ◽  
Translation Studies ◽  
The Core ◽  
Learning Teams ◽  
Team Based Learning

This chapter explores the implementation of a teaching and learning strategy that lends itself propitiously to social constructivist-oriented introductory translation courses. Team-based learning, a methodology developed by Michaelsen, Knight, and Fink (2004) that purports to foster accountability, cohesion, and solidarity among fixed work teams proved itself to be ideally suited to the undergraduate translation studies environment according to the results of a survey-driven assessment tool. Students revealed their perceptions of the effectiveness of learning teams – teams that were assessed in general for a specific course's course components and learning outcomes as well as in relation to the core make-up of the learning teams themselves. The chapter describes a variety of empowerment-building assignments as well as discusses the implementation of team-based learning in this context. Finally, the degree to which the methodology contributed to students' perceptions of their learning experience is examined.

scholarly journals In-service Development For Graduate Teaching Assistants: A Blended-learning And Formative Approach

2011 ◽  
Vol 8 (3) ◽  
pp. 20-46
Author(s):  
David Santandreu Calonge ◽  
◽  
Patrio Chiu ◽  
Dimple R. Thadani ◽  
Kai Pan Mark ◽  
...  
Keyword(s):  
Blended Learning ◽  
Learning Strategies ◽  
Teaching Assistants ◽  
Learning Experience ◽  
Compulsory Education ◽  
Graduate Teaching Assistants ◽  
Learning Technologies ◽  
Service Development ◽  
Postgraduate Students ◽  
Graduate Teaching

Graduate Teaching Assistants (GTAs) are front-line facilitators with first-hand contact with students. They play an important role in providing an engaging learning experience for undergraduate and postgraduate students. However, most of them have not received adequate training and guidance in teaching. This paper reports on an intensive and compulsory education development course for postgraduate students, which aims to prepare them for their upcoming teaching role whilst they are still research students; The course provides an introduction to the basic theoretical knowledge and practical skills required before they begin to take up teaching responsibilities at the University, in a Chinese (Hong Kong/Mainland China) and English Medium Instruction context. Blended learning technologies, active learning strategies, formative assessment and an outcomes-based approach are extensively used throughout the course to enable and encourage participation and collaboration. To measure the outcome performance of the course in alignment with the University’s strategic goals, a number of key performance indicators are assessed. The result shows that students found the course very useful and the blended instructional methods used facilitated the achievement of the Intended Learning Outcomes.

scholarly journals From ‘Good Teaching’ to ‘Better Teaching’: One Academic’s Journey to Online Teaching

2016 ◽  
Vol 5 (1) ◽  
Author(s):  
Brendan Paul Bentley ◽  
Benjamin A Kehrwald
Keyword(s):  
Learning Environments ◽  
Online Teaching ◽  
Mode Of Delivery ◽  
Learning Technologies ◽  
Good Teaching ◽  
Online Learning Environments ◽  
Approach To Learning ◽  
Learning And Teaching ◽  
Face To Face

For many educators, the adoption of learning technologies as part of a ‘technology-enhanced’ approach to learning and teaching implies change. Technology takes on a disruptive role. Therefore, it is important to understand the pedagogical commitments associated with current practices in order to better understand any change implied by the use of particular technology ‘enhancements’. This article reports on a case study of the change experienced by one tertiary educator in the shift from successful on campus to flexible online teaching in an undergraduate Numeracy course. The study addresses the question: How do teaching academics translate a robust, proven on-campus course into a successful, flexibly delivered technology-enhanced course? The case employs an autoethnographic approach to recording and analysing the educator’s experiences to highlight comparisons between on-campus (face-to-face) and online teaching practices. The findings support the conclusion that ‘good teaching is good teaching’, based on sound pedagogical principles, regardless of the mode of delivery, but that the enactment of those principles in face-to-face and online learning environments differs in significant ways.

Impact Of Instructional Technology Inclusions In Course Delivery For Engineering And Business Education

2014 ◽  
Vol 1 (1) ◽  
pp. 443-448
Author(s):  
Rizwan Muhammad ◽  
Nisa Fakharun ◽  
Adeel Muhammad ◽  
Ramzan Muhammad ◽  
Lal Mohan Baral
Keyword(s):  
Instructional Technology ◽  
Blended Learning ◽  
Student Performance ◽  
Teaching And Learning ◽  
New Technologies ◽  
Learning Experience ◽  
Strategic Decision ◽  
Learning Technology ◽  
Learning And Teaching ◽  
Improved Learning

AbstractAs new technologies are emerging, new trends are also emerging in teaching and learning. Technology inclusion in teaching provides alternative ways to deliver education in pursuit of promoting learning. One of the innovative methods is Blended Learning (BL). This method incorporates both, the traditional Face-to-Face (F2F) instruction and Web-based distance learning method and it imparts an improved learning experience for the students. In this case study, BL models were adopted involving the teaching of two courses—business management and industrial manufacturing at University of Management and Technology (UMT) Lahore. In the models, students’ performance in terms of their liking threshold, were used as the output. The results revealed that instructional technology inclusion caused greater successes in terms of course acceptability by students. This showed an average improvement of 64% in the student performance. ICT or Information and Communication Technology have gained popularity in education sector. In the recent years the term “e-learning” has emerged as a result of the integration of ICT in the education field, but some pitfalls have been identified and this have led to the “Blended learning” phenomenon. The paper can provide directions for the future blended learning environment that may be opted by all the three main stakeholder student, tutors and institution to make strategic decision about the learning and teaching initiatives. The paper concludes that blended learning offers the most flexible and result oriented learning. This paper provides case studies of two of the BL courses including the mode of offering, content with assessment strategies for students to meet the learning outcomes of the courses in detail.

scholarly journals Future learning mode under post-COVID-19: Innovations, transformations, engagement

2021 ◽  
Vol 5 (1) ◽  
pp. 8-14
Author(s):  
Shirley Mo Ching Yeung
Keyword(s):  
Sustainable Development ◽  
Experiential Learning ◽  
Blended Learning ◽  
Learning Experience ◽  
Learning And Teaching ◽  
Research Technology ◽  
Active Experiment ◽  
Concrete Experience ◽  
New Learning ◽  
Future Learning

A blended learning culture is both a challenge and opportunity under post-COVID-19 for knowledge transfer and sustainable development, with the aim of maintaining social distancing policy and social interaction among learners, teachers, and invited industry guest speakers. In this paper, we review documents in blended learning from Asia, America, and Europe with the key elements in blended learning for faculty development in higher education (HE) institutions. The objective was to identify the key elements in blended learning with innovations and research technology capabilities for a way normal of learning and teaching under COVID-19. Based on the qualitative results of NVivo, it has been identified that the key elements of blended learning are: 1) technology for projects and 2) technology for engagement. These two elements are proposed to relate to Kolb’s experiential learning cycle of active experiment and concrete experience and reflective observation of the new learning experience for sustainable development

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