Content uploaded by Badii Atta
Author content
All content in this area was uploaded by Badii Atta
Content may be subject to copyright.
A preview of the PDF is not available
Effective E-Learning Integration with Traditional Learning in a Blended Learning Environment
Abstract and Figures
E-Learning is an emerging tool that uses advanced technology to provide training and development in higher education and within industry. Its rapid growth has been facilitated by the Internet and the massive opportunities in global education. The aim of this study is to consider how effective and efficient e-learning is when integrated with traditional learning in a blended learning environment. The study will provide a comparison between purist E-Learning and Blended learning environment. The paper will also provide directions for the blended learning environment which can be used 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 approaches offer the most flexible and scalable route to E-Learning.
Figures - uploaded by Badii Atta
Author content
All figure content in this area was uploaded by Badii Atta
Content may be subject to copyright.
... Whereas online learning offers adaptable time learning where learning can be gotten to anytime and anyplace [2]. [3] moreover included that the fabric in online learning can be gotten to as frequently as conceivable in the event that something is overlooked and has not been caught on. ...
... Online learning offers adaptable learning time where learning can be gotten anytime and anyplace. [3] too included that the fabric in online learning can be as visit as conceivable on the off chance that something is gotten to and has not been come to. ...
... It happens since the speakers not as it were connected with understudies within the classroom amid learning, but understudies can moreover be associated with teachers through exercises carried out by speakers utilizing advanced gadgets and other online learning exercises. This can be in line with what was expressed by Hameed et al (2008). They uncovered that the utilization of innovation is exceptionally valuable in supporting face-to-face learning exercises where it permits understudies to have more control over the time and put to associated with learning materials. ...
... Terlepas dari kelebihan pembelajaran daring, namun pembelajaran daring juga memiliki beberapa kekurangan. Berbagai penelitian menyatakan pembelajaran daring memiliki kelemahan (Hameed et al., 2008). Kelemahan dari pembelajaran daring antara lain: 1) pembelajaran daring hanyalah perangkat pendukung untuk metode pembelajaran yang ada (Qusay.,et.al, ...
This study aims to determine the implementation process and the obstacles experienced during online learning. This type of research uses qualitative research with a case study design. Data collection techniques used are observation, interviews and documentation. The results show that 1) the process of implementing online learning has been going well using several media, namely Google Classroom, Google Form, Whatsapp, Zoom and several websites. The process begins with scheduling at the beginning of the semester, implementing the learning process and ending with an evaluation; 2) Constraints that occur during online learning at SMKN 3 Sukoharjo come from internal and external factors. Internal factors are laziness and addiction to playing games. While external factors are limited signal and internet quota used to access learning, lack of teacher knowledge or mastery of IT related to the media used during online learning; 3) The solution applied to internal factors for students is that the teacher always provides motivation at the beginning of the learning process by giving points each student can answer questions from the teacher, the solution that can be given to teachers is to provide training and coaching for teachers related to online learning. Then for external factors, namely providing free quota assistance to students, delivering material through media that does not drain internet quota too much, scheduling that has been neatly arranged so that students can know when to find a place to get a strong signal during the learning process.
... Continuous up-gradation of hardware and software is a difficult task as it requires huge funds and infrastructure (O'Brien and Verma, 2019;Hameed et al., 2008;Beaunoyer, Dupéré and Guitton, 2020;Akkoyuklu and Soylu, 2006;Kerres, 2020;Scott et al., 1999;Pham et al., 2019). Institutions in rural India are way below the requisite infrastructure to promote digital learning. ...
The dynamic and innovation seeking business environment throws open new opportunities and challenges. Transformation is on top gear today with start-ups creating new businesses and frameworks. Education, the key differentiator of the human race is on a paradigm shift. Technology synchronized with learning contents has become the new avatar, redefining the conventional systems. With technology at the forefront of our lives, education embraces the advancement to present a humongous version to benefit the stakeholders. Digital education, from K12 to higher education is a huge space for edutech entrepreneurs and seamless collaborations with institutions are the way forward. This calls for a multi-pronged strategy to raise the bar of education administrators, teachers in terms of infostructure, upskilling, pedagogy and change management culture. The preference of students to opt for easy access content, self learning modules, growing impatience to class room learning are the challenges which can be transformed into opportunities. Transformation in business sphere demands newer ways of deliverables. This paper dives deep into the digital learning experience, up-skilling of teachers, and the new avenues to make the students future-ready.
... For example , Young, (1997), and Burdman, (1998) indicated the total absence of vital personal interaction between learners and instructors. Collins et al. (1997), Klein and Ware, (2003); Hameed et al, (2008), Almosa, (2002, Akkoyuklu & Soylu, (2006), Lewis, (2000), Scott et al. (1999), and Marc, (2002) highlighted that online learning can bring some problems particularly lack interaction between students and teachers, rampant cheating and plagiarism, the declining role of the administration and the teachers as facilitators of the teaching-learning process, lack of laboratory exercises related to courses that need experiments such as medical sciences, congestion or heavy traffic on the website which cause slow internet access, and the lack of financial resources for efficient connectivity. Bandura (1977) coined the concept of self-efficacy as a self-belief or personal judgment over one's capacity to perform or to succeed in a situation. ...
... However, in recent years, the teaching and learning approach has expanded to include active learning methods (such as inquiry-based learning) that combine instructional strategies such as pictures, sounds, and graphical representations into the teaching and learning process. While some educators may still be attached to the conventional learning mode, these technology-based solutions often work in tandem with either learning approach (Hameed et al, 2008;Norton, & Hathaway, 2010;Carmichael et al, 2018). Educators should regularly engage with instructional strategies such as videos to achieve effective learning outcomes in terms of students" achievement and engagement in the learning process . ...
The aim of this article is to look at the future of teaching and learning methods (TLM) in higher education (HE) over the next decade. The purpose of the article is to develop a viable new vision of the future teaching and learning methods (TLM) that is preferable to the destination towards which we are currently headed [Note
In recent years, advances in technology and changes in the market place for education and learning have resulted in a rapid growth of interest in e-learning. Early experiments in the area have indicated that e-learning may not be the apparent panacea to issues of cost effectiveness and widening participation that was initially mooted. Undoubt edly, e-learning provides the opportunity for wider access to learning at all levels, however, such promise is not always fulfilled. E-learning is often construed as simply putting existing teaching materials ‘on the Web’. A shift towards learner-oriented developments requires a major paradigm shift for learning providers, both at the institutional and individual level. Institutions need to be aware of the commitment required to make e-learning effective, while individuals need to accommodate a shift towards greater learner control and responsiveness to the flexibility requirements. Many of the issues surrounding the effectiveness of e-learning initiatives stem from inadequate consideration of whether e-learning is an appropriate solution to a learning need and insufficient consideration of the design and implementation of the resulting product. This paper proposes a set of criteria for those new to e-learning design to consider when exploring whether and how to implement e-learning. These criteria relate to the appropriateness of an e-learning strategy, the interaction between the proposed market and the design of an e-learning product, the nature of student–faculty interaction within the e-learning environment and issues of evaluation. The relationships between these criteria at a generic level are outlined and guiding principles for the development of e-learning proposed.
The purpose of this paper is to reflect on issues of growth and access in blended learning environments. Increasingly decision makers throughout higher education are considering blended learning as an important component of their academic programs. It is hoped that this paper will help to provide insight for these decision makers. Many of the thoughts and ideas in this paper evolved out of discussions on Growth Paradigms held at the 2005 Sloan-C Summer Workshop in Victoria, British Columbia, and the 2004 and 2005 Sloan-C Workshops on Blended Learning held in Chicago.
This study investigates differences in instructional and learner factors between two groups of learners exposed to online only and blended delivery formats, respectively, in an effort to compare learning outcomes and other instructional variables between online and blended delivery methods. Findings indicated that no significant differences existed in learning outcomes; however, significant differences existed in several instructional and learner factors between the two delivery format groups. Discussions about improving online or blended delivery method are presented based upon the research findings. (Contains 7 tables.)
Technology-enhanced or Computer Aided Learning (e-learning) can be institutionally integrated and supported by learning management systems or Virtual Learning Environments (VLEs) to offer efficiency gains, effectiveness and scalability of the e-leaning paradigm. However this can only be achieved through integration of pedagogically intelligent approaches and lesson preparation tools environment and VLE that is well accepted by both the students and teachers. This paper critically explores some of the issues relevant to scalable routinisation of e-learning at the tertiary level, typically first year university undergraduates, with the teaching of Relational Data Analysis (RDA), as supported by multimedia authoring, as a case study. The paper concludes that blended learning approaches which balance the deployment of e-learning with other modalities of learning delivery such as instructor-mediated group learning etc offer the most flexible and scalable route to e-learning but that this requires the graceful integration of platforms for multimedia production, distribution and delivery through advanced interactive spaces that provoke learner engagement and promote learning autonomy and group learning facilitated by a cooperative-creative learning environment that remains open to personal exploration of constructivist-constructionist pathways to learning.
This article describes a systematic process initiated by Parke-Davis Pharmaceutical Research and Development to increase the leadership capabilities of its scientific management staff. Our approach to helping scientists step up to the challenging responsibility of leading others was built around four powerful ideas: imagination, leadership, application, and community. A process of university based executive education programs and follow-up sessions was initiated to help managers shift their perspective from following the science to leading other scientists. Achievement of this objective was accomplished by developing a partnership with the University of Michigan Executive Education Center.
This study examined the effectiveness of the virtual classroom concept for an undergraduate course in management science. A traditional classroom lecture course was compared with the same course with an on-line component to determine if any difference in effectiveness emerged. The course with the on-line option was found to be as effective as the traditional course. In addition, several factors were studied to determine if any were associated with performance in the two instructional approaches. The students' grade point averages and classroom attendance were found to be associated with performance in both cases.
Presents a method for evaluating the quality and effectiveness of online courses and learning modules in higher education and corporate training. Highlights include the growing need for evaluation; models of evaluation; the Pedagogy Effectiveness Index; and a summative rating for online courses that includes content factors, usability, and technological factors. (LRW)
Blended learning can be seen as the means to achieving a greater sense of "localness" on the part of colleges and universities. Blended learning has been evolving for several years and while definitions vary from one institution to another, it is defined in this paper essentially as a combination of face-to-face and online learning. Localness is a term used at the Alfred P. Sloan Foundation as part of a new funding initiative to support academic programs designed to strengthen a college or university connection to its core constituencies. The purpose of this paper is to explore the relationship of blended learning and "localness".
The growth in professional learning is opening up many new opportunities for the application of e-learning to the world of continuing professional development (CPD). CPD programmes require professionals to engage in annual programmes of professional development, and in some cases revalidation or recertification. To date, most of this activity has been off-line. Increasingly, CPD requirements will be satisfied through the use of learning resources available on-line or packaged into specially tailored e-learning courses. Societies and professional associations—as the primary managers and coordinators of CPD programmes—are in a strong position to expand upon their existing Web-based initiatives to deliver a new generation of e-learning services to their members.