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Sun Learning Ecology Matrix (Wenger & Ferguson 2006) 

Sun Learning Ecology Matrix (Wenger & Ferguson 2006) 

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Conference Paper
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The mix that is suitable to target the specific learning needs and is likely to be accepted by SMEs has yet to be clarified. Recommendations for a good mix of blended learning in SMEs will be developed using a Delphi study design, implemented as a so-called e-Delphi. The sample will be SMEs from Germany and Ireland, international providers of e-lea...

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Citations

... The accumulated experience in integrated foreign language teaching by foreign scientists (March D., Malers A., Wolfe D. and others) shows that students studying with the help this method have the opportunity to fully immerse themselves in the natural language environment. Scientists also note that work on various topics allows to study specific terms, certain language structures -this contributes to replenishing the student's vocabulary with professional subject terminology and prepares him for further study and application of knowledge and skills gained [6]. ...
... Secara umum karakteristik Blended Learning sebagai berikut: 1) Pembelajaran yang menggabungkan berbagai cara penyampaian, model pengajaran, gaya pembelajaran, serta berbagai media berbasis tekhnologi yang beragam; 2) Sebagai sebuah kombinasi pengajaran langsung (face-toface), belajar mandiri, dan belajar mandiri via online; 3) Pengajar dan orangtua peserta belajar memiliki peran yang sama penting, pengajar sebagai fasilitator, dan orangtua sebagai pendukung. [5]; [6] Sesuai dengan perkembangan terutama di daerah Sidoarjo yang sudah bisa dikatakan sebagai zona hijau, beberapa sekolah mulai mencoba melakukan pembelajaran secara tatap muka. Pihak Kementrian menyampaikan pada bulan Januari sekolah dapat diaktifkan kembali sesuai dengan kondisi daerahnya masing-masing. ...
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... Blended learning mode is defined by scholars as an innovative concept the most characteristic aspect of which is an organic integration of relevantly selected face-to-face teaching approaches and online teaching (Moebs and Weibelzahl, 2006;Garrison and Vaughan 2008;Lalima and Dangwal, 2017;Linder, 2017). Linder (2017), considering the aspect of blending proportion, explains that online component may vary, but should constitute at least 30 per cent. ...
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The advancement of technologies and the recently forced lockdown by Covid-19 are bringing changes to the organisation of the learning process by accelerating the introduction of e-learning to create a learner-centred technology-based approach to English studies, thus stepping towards digital humanities. These trends initiated the institutional project Mobile and Desktop Software Integration in Bachelor and Master Study Programmes. The present study, using a questionnaire, elicits university students’ attitudes to the mobile applications and speech analysis software-based seminar activities in Moodle e-course in accordance with the blended learning model selected for the studies of theoretical grammar and phonetics. It is a cross-sectional, focused, and exploratory case study, comprising a description of factors, contributing to the problem of blended learning model selection. The yielded data demonstrate that students do not possess extensive prior experience with the use of software and mobile applications to study English grammar and phonetics. After completing seminar tasks, they favourably account for the integrated blended learning materials and consider that those facilitate their learning process.
... Sabina Moebz and Stefan Weibelzal determine that learning combining distance and traditional communication in the integrated learning activities is blended [10]. The researcher Betty Collins describes a "hybrid of traditional classroom and online learning, where learning takes place both in and outside the audience, with the online component becoming a natural extension of traditional classroom learning" as blended learning [11]. ...
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Background. Improving the effectiveness of training of future highly qualified personnel requires the improvement of existing and search for new forms and methods for organizing the educational process. Such approach requires the use of complexes of technical and didactic means that ensure the interconnection between classroom and non-classroom forms of the educational process. Objective. To analyze the existing conditions for the implementation of information and educational environment. Methods. Analysis of theoretical sources on the problem of the use of the information and educational environment in higher medical education, studying and generalization of leading experience in teaching student courses using information and communication technologies. The analysis of the results of the efficiency of implementation of the educational and informational environment has been carried out on the departments of phthisiology and pulmonology, histology, cytology and embryology, medical physics, biophysics and higher mathematics and analytical chemistry. Results. The article presents certain results of the work of lecturers concerning the development and use of the informational and educational environment in the context of continuing learning of present-day information-oriented society. Creating information and educational environment that supplies interaction between lecturers and students in classroom through interactive forms of communication on the basis of edХ platform promotes the optimization of the learning process. The basic principles of providing innovative approaches, methods, technologies of the uniform informational and educational environment of higher education medical institutions are substantiated. The necessity of disclosing the experience of higher education institutions regarding the creation of the informational and educational environment as part of the optimization of the student's educational process is emphasized. The experience of using new learning form confirmed the simplicity and interactivity of interaction of the student and the lecturer, gives the wide opportunities for learning process arrangement, enables the student to model learning process individually, as well as new forms of learning process supervision. Conclusion. In our opinion, online courses based on edX platform facilitate the optimization of the learning process in higher education institutions. The prospect of further work is the continuation of the development and implementation of the online course for students on edX platform in the learning process.
... Р. Шанк під змішаним навчанням розуміє використання комбінації електронного та аудиторного навчання [23]. С. Моебз, С. Вейбелзах детермінують його як поєднання дистанційного і традиційного спілкування в інтегрованій навчальній діяльності [20]. С. Грехем трактує його як підхід, який інтегрує традиційне та комп'ютерно опосередковане навчання в педагогічному середовищі [16]. ...
... Also blended learning is defined as: a desire to combine the benefits of full-time learning and electronic resources [6]; learning / teaching combination of the most effective aspects and benefits of classroom teaching and interactive or distance learning; it is a system consisting of different parts that function in a continuous relationship with one another, forming the whole [4, p. 142]; a combination of distance and traditional communication in integrated learning [8]; an approach that integrates traditional learning and computer-mediated learning in a pedagogical environment [1]; a system of learning that combines full-time, distance and self-study, which includes interaction between the teacher, students and interactive sources of information, reflecting all the components of the learning process (goals, content, methods, organizational forms, learning tools) that function in constant interaction with one another, forming a whole [7, p. 26-27]. ...
... There are many different definitions of blended learning at the moment. Most scientists define blended learning as a «combination of distance and traditional communication in integrated training activity» [9]. In addition, this term is used to describe the learning which successfully combines various types of training activities, primarily paying attention to such types of learning as face-to-face, live e-mail train-ing and self-paced learning [10]. ...
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... In this typical modern method, learners focus on real world facts and experiences, concepts, tools, and technologies, all of this in a social environment, where they work in teams to construct required knowledge and ability to solve realistic problems. The Blended Learning approach (BL) has emerged recently and it is a term increasingly used to describe how online learning combines with traditional lecture approach and independent study to create a new, hybrid teaching-learning  Background BL is defined as method that combines online learning with face-to-face teaching and has been increasingly used in higher education over the last years (Thorne K, 2003, Moebs and Weibelzahl, 2006, Hisham et al, 2006. Scholars (Garrison DR. & Vaughan, 2008) define the BL methodology as the integration and a careful selection of face-to-face training approaches and online technologies. ...
... In respect to group discussions and the use of physical models (questions [18][19][20][21][22], the majority of respondents (86.6%) consider that the group discussions are more fluent and productive after having studied the material online and that, in addition, they helped in a significant way to clarify the concepts when there were in doubts. Finally, respondents consider that physical models facilitate both the rapid understanding of concepts and the dynamics of group discussions (92.7%). ...
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This paper presents a case study of students' views and preferences towards a Blended Learning (BL) course in Mechanics of Materials. The BL approach was introduced with the aim to enhance student's active participation in and outside classroom, as well as to allow the students to acquire knowledge and skills by exploring their individual learning styles. In this approach, the professor videotaped classes and asked the students to watch them prior to the face-to-face sessions. In the face-to-face sessions, the students discussed the concepts introduced in the videos within their work teams and typically used physical models (i.e. physical copies of objects or phenomena) to enhance and facilitate understanding. In this paper, the authors presents the results of a survey responded by 98 out of 104 participants. The questionnaire was designed to measure the students' views and preferences towards BL. This study concludes that the majority of students have a good perception towards BL. They consider the class time is used in a more effective and efficient way, compared to traditional engineering lecture approaches. On the other hand, they think that by using the BL methodology, they have to work extra time inside and outside the classroom and see this as a negative aspect.
... Other authors [14] define the BL methodology as the organic integration of the careful selection of face-to-face training approaches and online technologies. On the other hand, [15] say that the BL or hybrid learning methodology describes a learning environment that combines either teaching methods, multimedia formats or a mixture of both. They also refer to integrated learning activities, such as a mix of face-to-face training and online teaching. ...
... Answers to questions[13][14][15] ...
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This paper presents a case study of students’ perceptions and attitudes towards a Blended Learning (BL) course in Mechanics of Materials. The BL approach was conducted as an intent to enhance student’s active participation in and outside classroom, as well as to allow them to acquire knowledge and skills by exploring their individual learning styles. In this approach, the professor videotaped part of the class and assigned them to students to watch and study outside the classroom as independent work prior to the face-to-face sessions. In the face-to-face sessions, work teams discussed the concepts introduced in the videos typically with the use of physical models to enhance and facilitate understanding. In this paper, the author presents the results of a survey responded by 98 out of 104 participants. The questionnaire was designed to measure the students’ perceptions and attitudes towards BL. This study concludes that the majority of students have a good perception and attitude towards BL. They consider the class time is used in a more effective and efficient way, compared to traditional engineering lecture approaches . By contrast, they think that by using the BL methodology, they have to work extra time inside and outside the classroom and see it as a negative aspect. Keywords: Blended learning, active learning, collaborative work.