Yves BlieckVrije Universiteit Brussel | VUB · Teacher Education (MILO)
Yves Blieck
Doctor in Adult Educational Sciences (PhD) and Master in Psychology (MS)
About
21
Publications
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215
Citations
Citations since 2017
Publications
Publications (21)
While it is tempting to blame 'the virus' for many of the arisen issues due to the sudden and massive shift to online and blended learning in education, many issues are not new. COVID-19 merely highlighted some challenges that were already present in education. Fostering social presence is one such challenge. The Community of Inquiry (CoI) model (G...
Institutions considering online and blended learning (OBL) face the challenge of strategically adopting OBL to develop, implement, monitor, assess and improve the quality of programmes and courses. The principles of continuous quality improvement (CQI) allow this challenge to be addressed. Effective CQI management implies that quality assurance and...
Blended Learning can be defined as learning that happens in an instructional context which is characterized by a deliberate combination of online and classroom-based interventions to instigate and support learning (Boelens, et al., 2015). This combination means that students experience the flexibility of online education - students learn at their p...
Online and blended learning (OBL) is valued, but it also offers challenges. Literature indicates that OBL can enhance access to education and increase flexibility for students. However, the reported dropout rates indicate that student participation in OBL programmes is a concern. Scientifically valid knowledge about how factors that help students p...
Research shows that institutional quality management of online and blended learning is usually restricted to quality assurance (QA) at the expense of quality improvement (QI). This doctoral study started first from several needs to improve existing quality models and instruments to support coherence between QA and QI. The second starting point of t...
Workshop:
Strategisch kiezen voor blended
leren op het instellingsniveau:
Succesfactoren en een
kwaliteitszorgmethodiek waarin
data-gebaseerd werken centraal
staat.
Ontwikkeling en validering van een conceptueel kwaliteitsmodel voor effectieve continue kwaliteitsontwikkeling van online en blended leren in het volwassenonderwijs.
In dit hoofdstuk leer je over een kwaliteitsinstrument dat toelaat om de kwaliteit van blended leren te bekijken vanuit twee perspectieven. Enerzijds het instellingsperspectief en anderzijds het perspectief van de cursist. Dat laatste perspectief vertegenwoordigt de noden van cursisten om te kunnen participeren aan het blended onderwijs. We besprek...
Quality models for online and blended learning (OBL) have mainly been developed in higher education. The literature indicates that these models are often conceptualised from the providers’ perspective. What is important for the quality of OBL from the students’ perspective has recently received increased attention in the literature. Consensus among...
This qualitative study was designed to identify a framework for the quality of OBL in adult education (AE), which are of interest to the needs of students. Following a review of the literature, we opted for the theoretical framework as proposed by Ossiannilsson and Landgren (2012). This framework suggests success factors for OBL that are of interes...
This qualitative study was designed to identify a framework for the quality of OBL in adult education (AE), which are of interest to the needs of students. Following a review of the literature, we opted for the theoretical framework as proposed by Ossiannilsson and Landgren (2012). This framework suggests success factors for OBL that are of interes...
Different blended learning (BL) modalities and the interaction effect between human and technological factors on student satisfaction need adequately researched to shed more light on successful BL implementation. The objective of the present article is three-fold: (1) to present a model to predict student satisfaction with BL programs, (2) to exami...
Online and blended learning (OBL) is emerging in adult education (AE) in Flanders (Belgium). As the demand increases, providers need general, balanced, scientifically-grounded guidelines, measures and instruments to monitor all important quality aspects. However for this context a common quality framework for OBL is lacking. In literature it is arg...
Blended Learning seems a promising concept for higher education institutions (HEI). The expectations of all stakeholders: students, lecturers and management are high. To meet these expectations Blended Learning should, unlike e-learning, not mainly focus on the technological component. It should be considered as a vehicle to evolve from a transmiss...
Questions
Question (1)
Dear scientific community
To answer the challenges related to the COVID-19 problematic our institution is transitioning towards blended learning. To support faculty members to adapt their educational provision to meet current state of the art quality standards of online and blended learning, we currently organize a Summer School. Off course, during this Summer School, we can only cover a limited amount of the topics that are crucial. Therefore we will extend our current offering during the first semester of 20/21 with additional professionalization initiatives.
One of these topics that we can not cover is what is referred to in the literature as e.g. 'sense of belonging' (Dzakiria, 2012; Rovai, 2004; Thomas, Herbert and Teras, 2014). Sense of belonging is important because it contributes to the participation, success and retention of students in blended learning programmes.
We would welcome your suggestions for experts on 'sense of belonging' or related topics. We are looking for experts with expertise based on research and practice. A professionalization session could be a lecture but a practical 'hands on' training session is also a possibility. The target audience are university lecturers and their teaching assistants. We prefer a face to face session but do not exclude online session due to COVID-19 restrictions.
We are looking forward to your answers!
Yves Blieck (PhD)
Projects
Projects (2)
The ultimate goal of the present Strategic Basic Research (SBO) project is to improve the quality of online and blended learning (OBL) in formal adult education (AE) and continuing vocational education and training (CVET). Online and blended learning is increasingly applied in adult education to enhance the accessibility and the flexibility of their education programs. However, the dropout, quality, performance, learning design, and competences of both learners and teachers are key issues that determine the success of online and blended learning. Available international literature provides insufficient evidence-based knowledge to support and improve the quality of online and blended learning in the adult education and vocational training sector. Based on a broad and in-depth consultation with the social stakeholders, the needs, questions and challenges of the stakeholders are analysed and synthesised.
Specifically, the following four valorisation objectives are central to this project:
• Quality assurance & monitoring: developing and implementing a quality assurance system to improve the teaching and learning strategies and to ensure a consistent high quality of online and blended education for adult learners; measuring the key predictors and barriers that affect the success of online and blended learning in adult education.
• Learning design & learner support: providing a model and specific guidelines for learning (re)design and support for adult learners in online and blended learning environments at both course level and program level.
• Teacher professional development: providing training models for professional development of teachers and staff of the adult education centres and other AE and CVET providers.
Details: www.iwt-alo.be
project leader: Prof. C. Zhu, VUB, Belgium
The SBO project ‘Adult Learners Online! Blended and Online Learning in Adult Education and Training’(ALO!) has a four-fold mission:
1) To improve the quality of online and blended learning in adult education through the use of a continuous quality improvement framework;
2) To analyse the current online and blended learning design and to provide guidelines for a better (optimal) learning environment for the specific learner groups both at the course level and programme level;
3) To research the individual and social background of adult learners and their (non-) participation in online and blended learning and to analyse the key variables that affect their participation and learning and social outcomes in online and blended learning;
4) To develop and validate teacher professional development models in order to improve the quality of online and blended learning.
