scholarly journals The Significance of the Reflective Practitioner in Blended Learning

2010 ◽  
Vol 2 (2) ◽  
pp. 18-29 ◽  
Author(s):  
Aleksej Heinze ◽  
Chris Procter
Keyword(s):  
Action Research ◽  
Blended Learning ◽  
Teaching And Learning ◽  
Learning Experience ◽  
Education Programme ◽  
Use Of Technology ◽  
Student Focus ◽  
Student Cohorts ◽  
Action Research Cycles

This paper examines the introduction of blended learning on a part-time higher education programme for mature students. The interpretive work draws on four action research cycles conducted over two years with two student cohorts. Discussion is based on observations, staff and student focus groups and interviews examining the students’ expectations and experiences. The initial focus of the action research was on the introduction of technology into the teaching and learning experience. However, the advantage of an interpretive approach is allowing the findings to determine the course of the research. During the first action research cycles, the focus of the research changed from the use of technology in blended learning to the role of the practitioners involved. The authors advocate the key role of reflective practitioners in facilitating blended learning and suggest that action research is a useful framework.

scholarly journals The Significance of the Reflective Practitioner in Blended Learning

2012 ◽  
pp. 175-187
Author(s):  
Aleksej Heinze ◽  
Chris Procter
Keyword(s):  
Action Research ◽  
Blended Learning ◽  
Teaching And Learning ◽  
Learning Experience ◽  
Education Programme ◽  
Use Of Technology ◽  
Student Focus ◽  
Student Cohorts ◽  
Action Research Cycles

This paper examines the introduction of blended learning on a part-time higher education programme for mature students. The interpretive work draws on four action research cycles conducted over two years with two student cohorts. Discussion is based on observations, staff and student focus groups and interviews examining the students’ expectations and experiences. The initial focus of the action research was on the introduction of technology into the teaching and learning experience. However, the advantage of an interpretive approach is allowing the findings to determine the course of the research. During the first action research cycles, the focus of the research changed from the use of technology in blended learning to the role of the practitioners involved. The authors advocate the key role of reflective practitioners in facilitating blended learning and suggest that action research is a useful framework.

Enhancing Student Engagement Using a Blended Learning Approach

2020 ◽  
Vol 12 (4) ◽  
pp. 51-68
Author(s):  
M. Mahruf C. Shohel ◽  
Rosemary Cann ◽  
Stephen Atherton
Keyword(s):  
Action Research ◽  
Student Engagement ◽  
Blended Learning ◽  
Undergraduate Students ◽  
Classroom Practice ◽  
Teaching And Learning ◽  
First Year ◽  
Learning Approach ◽  
Action Research Project ◽  
Action Research Cycles

Student engagement is the core of the teaching and learning practice in higher education. This exploratory action research project was designed to enhance teaching and learning using a blended learning approach to increase student engagement prior, during, and after lecture and seminar sessions of a module run for first-year undergraduate students. Within an academic semester, three action research cycles were carried out to collect data and redesign the classroom practice. Different data collection techniques were used along with Microsoft OneNote Class Notebook. This article presents three case studies of individual students to demonstrate how the digital workspace helped to develop the practice of participatory teaching and learning during a first-year undergraduate module. This study indicates that listening to students' voices through a blended learning approach helped to increase student engagement, thus increasing student participation in shaping and redesigning teaching and learning to engage them within the classroom and beyond.

scholarly journals Social, usability, and pedagogical factors influencing students’ learning experiences with wikis and blogs

2008 ◽  
Vol 16 (2) ◽  
pp. 272-306
Author(s):  
Shailey Minocha ◽  
Dave Roberts
Keyword(s):  
Student Satisfaction ◽  
Learning Outcomes ◽  
Teaching And Learning ◽  
Learning Experience ◽  
Use Of Technology ◽  
The Social ◽  
Perceptions And Expectations ◽  
Intended Learning Outcomes

With a variety of technology-enabled tools and environments to choose from, it is increasingly difficult for educators to ascertain the factors that influence the quality of the students’ learning experience and hence make appropriate choices for the use of technology. In this paper, we discuss the role of two technologies — wikis and blogs — in teaching and learning. We provide case studies of two courses at the Open Umiversity, UK and empirical evidence of students’ experiences, perceptions, and expectations on these courses. We discuss the context of these courses and the usage of these technologies: The pedagogical underpinnings and the rationale for introducing these technologies; the intended learning outcomes from the usage of these tools; and the extent to which the activities based around these tools have enabled the intended learning and facilitated the learning process. We report on the social, usability, and pedagogical factors that have influenced the quality of students’ learning experience. The research reported in this paper aims to provide guidance to course designers and educators for choosing tools, particularly wikis and blogs, for their contexts and for creating value and generating a positive student experience to engender student satisfaction and retention.

scholarly journals Role of Smart Applications for Teaching Mathematics at Government School in Oman

2020 ◽  
Author(s):  
Jomana Saif Mahfudhi ◽  
Juhaina Al Raisi ◽  
Vikas Rao Naidu ◽  
Bushra Al Kalbani ◽  
Rajani Rani Gupta
Keyword(s):  
Teaching And Learning ◽  
Learning Experience ◽  
Learning System ◽  
School Level ◽  
Learning Tools ◽  
Government School ◽  
Use Of Technology ◽  
E Learning ◽  
Different Sources

Education technology is important for every educational organization in these days. With the advancement in smart technology and Wi-fi enabled campus, it is possible to implement various online and e-learning tools to support the educational content in order to enhance teaching and learning experience. This research aims to apply such technology into practice at the primary school level, where the teachers will be able to customize or develop their own applications using some freely available resources. This will facilitate an understanding of mathematics through customized user experience and even a teacher with minimal knowledge of computer will be able to make use of technology to make the mathematics class more interesting. This research collected data from different sources such as questionnaires and interviews. The authors found from the data that majority of the participants strongly agreed that such e-learning system was greatly beneficial, especially, for the abstract subjects such as mathematics.

scholarly journals Blended Learning Strategies for Engaging Diverse Student Cohorts in Higher Education

2018 ◽  
Vol 1 (2) ◽  
pp. 29-45
Author(s):  
Josh McCarthy
Keyword(s):  
Higher Education ◽  
Blended Learning ◽  
Case Studies ◽  
Learning Strategies ◽  
Flipped Classroom ◽  
Teaching And Learning ◽  
Learning Experience ◽  
Advantages And Disadvantages ◽  
Learning Techniques ◽  
Student Cohorts

This article explores blended learning strategies within teaching and learning higher education as a channel of addressing learner diversity. Three case studies were critically examined to highlight the efficacy of various blended learning techniques to improve students' learning experience. These blended learning techniques include online peer and staff feedback for formative assessment; online video and audio feedback for summative assessment; and a flipped classroom teaching model. Culturally, educationally, and socially diverse first year student cohorts participated in this study to provide insight into the advantages and disadvantages of each blended learning technique. Data on the effectiveness of these pedagogical and technological innovations were gathered through online surveys to address students' reflection of learning experience. Findings of these case studies are significant in light of the growing diversity found within student cohorts in higher education; as well as an increase in technology-driven teaching innovation and student-centred learning techniques.

scholarly journals IMPROVING STUDENTS’ INTEREST BY USING PICTURE MEDIA AT TK NUR ASSALAM

2020 ◽  
Vol 3 (1) ◽  
pp. 1
Author(s):  
Nada Anis Ristyani ◽  
Nurhayati Nurhayati Nurhayati
Keyword(s):  
Early Childhood ◽  
Action Research ◽  
Learning Process ◽  
Teaching And Learning ◽  
Education Level ◽  
Learning Activities ◽  
Research Results ◽  
Classroom Action Research

The purpose of this study is to improve students' interest in English vocabulary through picture media in TK Nur Assalam. This research is a Classroom Action Research (CAR). The participants of this research were 6 students. The results obtained from efforts to the improving students interest in English vocabulary using the picture media involving active learners in the learning process. The role of picture media in learning activities is very important for children, especially in the next education level. Teaching and learning activities in early childhood will quickly develop if parents and teachers intensive to develop it. There are several attempts to create a sense of pleasure in early childhood by using picture media in the learning process. From the result of research indicate that when pre-action take result (15%). In cycle I, it increased to (55%) sufficient criteria. In cycle II, it increased again to (85%) good criteria. So, the increase that occurred from the pre-action to the cycle I that is (40%). The increase from cycle I to cycle II that is (30%). And increase from pre-action to cycle II that is (70%). From the research results obtained, then to the improving students interest in English vocabulary can be improved by using picture media in the learning process.Keywords : Students’ Interest, Vocabulary and Picture Media

scholarly journals Design for learning – a case study of blended learning in a science unit

F1000Research ◽  
2015 ◽  
Vol 4 ◽  
pp. 898
Author(s):  
Roslyn Gleadow ◽  
Barbara Macfarlan
Keyword(s):  
Blended Learning ◽  
Teaching And Learning ◽  
Scientific Practice ◽  
Learning Experience ◽  
Science Students ◽  
Face To Face ◽  
Design For Learning ◽  
Learning Management

Making material available through learning management systems is standard practice in most universities, but this is generally seen as an adjunct to the ‘real’ teaching, that takes place in face-to-face classes. Lecture attendance is poor, and it is becoming increasingly difficult to engage students, both in the material being taught and campus life. This paper describes the redevelopment of a large course in scientific practice and communication that is compulsory for all science students studying at our Melbourne and Malaysian campuses, or by distance education. Working with an educational designer, a blended learning methodology was developed, converting the environment provided by the learning management system into a teaching space, rather than a filing system. To ensure focus, topics are clustered into themes with a ‘question of the week’, a pre-class stimulus and follow up activities. The content of the course did not change, but by restructuring the delivery using educationally relevant design techniques, the content was contextualised resulting in an integrated learning experience. Students are more engaged intellectually, and lecture attendance has improved. The approach we describe here is a simple and effective approach to bringing this university’s teaching and learning into the 21st century.

scholarly journals The Effect of the Use of Technology on the nature of Teacher’s Profession

2018 ◽  
Author(s):  
Arab World English Journal ◽  
Sally Kondos
Keyword(s):  
Computer Technology ◽  
New Technologies ◽  
Learning Experience ◽  
Teaching Profession ◽  
Computer Usage ◽  
Traditional Role ◽  
Creative Mind ◽  
Use Of Technology ◽  
Computer Knowledge

Educational programmes have recognized the growing need to use computers in the classes as it presents unprecedented challenges that help the students to acquire an inquiring, critical and creative mind to capitalize on the opportunities driven by the growth of information, knowledge and technology. The computer knowledge has begun influencing student’s learning experience for more than 25 years ago, but it was in a moderate manner (Cuban, 2001). However, the past decade has witnessed major trend toward integrating computer technology in all the language classes. The integration has increased because the computer technology represents an accessible and instant information, enormous potential for interactivity and media–rich communication, as well as educational tools which engage the students in the classroom (Mouza, 2002). Undoubtedly the recent advancement in information technology and computer usage in the classroom is rapidly transforming the environment of the classroom. The teachers cannot ignore the reality the today’s classroom must provide technology-supported learning (Angers & Machtmes, 2005). Being prepared to integrate the technology in the classroom has become a paramount skill in every teacher’s professional repertoires. The traditional role of the teacher as the center of the schooling is changing recently with all the introduction of the new technologies in the classroom. One of the effects of the new technologies is the decentralization of teachers in the learning environment (Damrian, 1998). This introduces a very valid point of how the teaching profession will change in the era of digital technologies. What is the role of the teacher in a classroom where he/she is no longer the only source of knowledge? How can he/ she teach effectively in a class, where every student has his/her computer and can Google any piece of information? The following study will investigate the effect of the implementation of the technology in the English as a foreign language (EFL) classes on the nature of the teachers’ profession.

scholarly journals Z GENERATION TOWARDS THE USE OF SMARTPHONE APPLICATION FOR LISTENING ACTIVITIES IN BLENDED-LEARNING

2019 ◽  
Vol 2 (3) ◽  
Author(s):  
Valentina Dyah Arum Sari
Keyword(s):  
Blended Learning ◽  
Teaching And Learning ◽  
Smartphone Application ◽  
Listening Skills ◽  
Smartphone Applications ◽  
First Semester ◽  
Generation Z ◽  
Use Of Technology ◽  
Listening Skill ◽  
Post Test

The character of Generation Z which is closely related to the use of technology triggers awareness of educators to facilitate this generation with teaching and learning techniques that are most suitable for them. One of them is by optimalizing the use of gadget or smart phones as learning media for them. Because of this phenomenon, this study was carried out with the aim to find out the use of smartphone application in learning listening acctivities in blended-learning of English general courses followed by first semester students who are included as Z generation. The research also aimed to find out the significance of smartphone application dealing with the improvement of listening skill towards the non-English department students and to figure out the possible obstacles while using the smartphone application. The researcher applied the two selected smartphone applications. In addition to data triangulation, this study also used pre-test and post-test to see the significance. The other instruments were questionnaires and students’ listening material summary. The data were analyzed by mixed-method technique, namely qualitative and quantitative. The results show that the students showed a medium positive response to the use of smartphone applications for learning listening skills in blended-learning class and did not encounter obstacles while using the applications. Moreover, the smartphone applications also give high positive affects showed by a significant improvement in results experienced by non-English students in listening skills. keywords: listening skill, smartphone applications, blended-learning  

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