Blended Learning in Higher Education: Framework, Principles, and Guidelines
Abstract
This groundbreaking book offers a down-to-earth resource for the practical application of blended learning in higher education as well as a comprehensive examination of the topic. Well-grounded in research, Blended Learning in Higher Education clearly demonstrates how the blended learning approach embraces the traditional values of face-to-face teaching and integrates the best practices of online learning. This approach has proven to both enhance and expand the effectiveness and efficiency of teaching and learning in higher education across disciplines. In this much-needed book, authors D. Randy Garrison and Norman D. Vaughan present the foundational research, theoretical framework, scenarios, principles, and practical guidelines for the redesign and transformation of the higher education curriculum. Blended Learning in Higher Education. Outlines seven blended learning redesign principles. Explains the professional development issues essential to the implementation of blended learning designs. Presents six illustrative scenarios of blended learning design. Contains practical guidelines to blended learning redesign. Describes techniques and tools for engaging students.
... Finally, this resulted in a realist research review in which pedagogical design principles and associated recommendations were developed. These design principles are developed from well-established theoretical works about blended/ online learning (Ellis & Goodyear, 2013;Garrison & Vaughan, 2008;Laurillard, 2013) and evaluated against the experiences with these principles studied in existing empirical research on blended and sustainability-oriented learning (38 studies). Just like EDR, the realist research review method aims to design future interventions, is pragmatic and contextual, assuming "What works for whom, in what circumstances, in what respects, and how" (Pawson et al., 2004, p. 5) and therefore fits well in this research design. ...
... Bliuc et al. (2007) state that it requires a fundamental redesign of the pedagogical approach, because blended education changes or extends the mode of interaction with fellow students, lecturers and content. Garrison and Vaughan (2008) add that in contrast with fully online education, in a blended learning environment students are shifting between direct (face-to-face) and ICTmediated communication (Garrison & Vaughan, 2008). ...
... Bliuc et al. (2007) state that it requires a fundamental redesign of the pedagogical approach, because blended education changes or extends the mode of interaction with fellow students, lecturers and content. Garrison and Vaughan (2008) add that in contrast with fully online education, in a blended learning environment students are shifting between direct (face-to-face) and ICTmediated communication (Garrison & Vaughan, 2008). ...
... However, it is crucial to understand the state of BL through pedagogical assumptions (Vaughan et al., 2023) so that technologies are employed based on robust knowledge rather than on serendipity (Shield, 2000). Having said this, the conceptualisation of BL by the community of inquiry (CoI) framework (Garrison & Vaughan, 2008;Vaughan et al., 2013;Vaughan et al., 2023) is enriched, considering it to be a thoughtful integration of face-to-face learning with online learning in the socioconstructivist realm. While the CoI makes initial attempts to integrate the concept of learning in BL by embedding the conceptual framework in socio-constructivist pedagogies, this theoretical discussion raises the possibility of broadening the underpinning pedagogical design. ...
... The CoI framework, which is widely researched and implemented (Yu & Li, 2022) helps understand the shaping of higher-order learning within different forms of education, including blended higher education (Garrison & Vaughan, 2008;Vaughan et al., 2013;Vaughan et al., 2023). In the CoI, BL is defined as "the organic integration of thoughtfully selected and complementary face-to-face and online approaches and technologies" (Garrison & Vaughan, 2008, p. 148). ...
... This growing focus towards the collaborative dimensions of learning was because the potential of social learning activities like peer-to-peer interaction and study groups had been validated by that time through extensive research in classroom-based learning. With more research, the CoI expanded from online (Garrison et al., 2000) to blended learning (Garrison & Vaughan, 2008;Vaughan et al., 2013;Vaughan et al., 2023), although with unchanged underpinning assumptions of socio-constructivist designs which remain largely uncontested (Annand, 2019). ...
The discourse on blended learning must not take away focus on learning by concentrating explicitly on technologies. When learner-centred discussions are incorporated, these may be confined to constructivist pedagogies, as evident through the well-established community of inquiry (CoI) framework. While a few early advances argue for behaviourist pedagogies to underpin the CoI framework in particular, and a plethora of literature supports behaviourist-constructivist interplay for blended learning in general, this study pioneers the proposal of these interactions within the CoI framework for blended learning. It also challenges the prevailing stand-alone socio-constructivist pedagogical design of the CoI framework to deal with the complexities of higher education by adopting a decolonial positionality. In this light, we explain the impact of missing out on behaviourist designs on the CoI framework through the problem of epistemological untenability and that of assumed learning. Having provided the rationale for including behaviourist designs, we then emphasize the behaviourist-constructivist interactions within the framework. This discussion paper contributes to the ongoing dynamic scholarship of the CoI and encourages the research community to empirically explore the positioning of such a pedagogical design within this framework.
... Hybrid learning, on the other hand, blends these two approaches, creating a balanced educational model. According to Garrison and Vaughan (2008), hybrid learning integrates the best aspects of both worlds, offering flexibility while retaining the engagement of face-to-face interactions. ...
... For instance, while face-to-face teaching fosters immediate feedback and personal interaction, online learning offers convenience and access to a broader range of resources. Garrison and Vaughan (2008) emphasize that the hybrid model combines the engagement of traditional classroom settings with the flexibility of digital tools, creating a more dynamic and inclusive learning environment. ...
... Keengwe and Kidd (2010) argue that the hybrid approach promotes inclusive education by catering to a wider range of learner needs. Garrison and Vaughan (2008) further assert that this inclusivity makes hybrid learning particularly effective in higher education, where diverse student populations require flexible and adaptable teaching methods. ...
This study explores lecturers’ perceptions of the hybrid learning model in teaching English for Business, focusing on its implementation, challenges, and benefits. The hybrid model, blending face-to-face and online instruction, is increasingly adopted in higher education to accommodate diverse student needs and enhance learning outcomes. Using a qualitative research design, data were collected through interviews, observations, and document analysis involving four lecturers. The findings reveal hybrid learning facilitates a comprehensive understanding of course material by integrating theoretical and practical elements. In-person sessions were utilized for interactive discussions and role-playing, while online platforms supported asynchronous learning and resource access. However, lecturers faced challenges, including technological barriers such as unstable internet connections, increased workload due to dual teaching responsibilities, and difficulties in maintaining student engagement during asynchronous activities. Despite these issues, the hybrid model enhanced flexibility, promoted digital literacy and fostered innovative teaching practices. Students gained valuable self-regulation and technology skills, while lecturers leveraged diverse teaching tools to create dynamic lessons. The study concludes that hybrid learning is an effective model for teaching English for Business, offering flexibility, accessibility, and enriched learning experiences. Its success, however, depends on addressing key challenges, including technological infrastructure, training, and support for both lecturers and students. This research contributes to understanding the potential and limitations of hybrid learning, emphasizing the need for strategic planning and institutional investment to optimize its implementation.
... Además, estudios han demostrado que el PBL puede resultar en mayores ganancias de aprendizaje, especialmente para estudiantes de grupos subrepresentados, al proporcionar un entorno de aprendizaje activo y centrado en el estudiante (Columbia CTL) . Este método fomenta la agencia personal y la confianza, permitiendo a los estudiantes desarrollar habilidades transferibles como la gestión de proyectos, la comunicación y la creatividad [6]. ...
... Para implementar eficazmente el PBL en entornos en línea, es crucial que los educadores actúen como guías, proporcionando apoyo y recursos mientras los estudiantes asumen un papel más activo en su aprendizaje. Herramientas digitales como plataformas de gestión de proyectos y software de colaboración son esenciales para facilitar este tipo de aprendizaje, permitiendo a los estudiantes trabajar en equipo y presentar sus proyectos de manera dinámica y accesible [6], [7] . ...
... El aula invertida es una metodología en la que los estudiantes primero acceden a nuevos contenidos fuera del aula, generalmente a través de videos, lecturas o podcasts, y luego utilizan el tiempo de clase para participar en actividades prácticas, discusiones y proyectos que refuercen su comprensión. Este enfoque permite que el tiempo de clase se utilice de manera más eficiente para resolver dudas y aplicar conceptos [6]. ...
Modern times have demanded an inevitable transformation for education, which has led to reforms in teaching processes and methodologies. This paper presents an experimental analysis of educational methods and their effectiveness in university classes. To this end, two groups have been developed, one control and the other experimental. Classic teaching strategies and methods have been maintained in the former, while online and mixed tools have been incorporated in the latter. The main results show that meaningful learning can be optimal when resources and strategies are varied, reaching a mixed teaching-learning methodology.
... Despite these advantages, there are notable challenges. Garrison and Vaughan (2008) argue that online learning can result in a passive learning experience if not integrated properly with interactive components. They warn that students might treat these videos as optional, or fail to engage fully with the content unless there is a clear structure and guidance from the lecturer. ...
... Notably, the majority of lecturers assert that the blended learning approach enhances students' ability to recall, understand, apply, and analyze information. This aligns with a study by Garrison and Vaughan (2008), which found that blended learning environments significantly enhance student engagement and improve learning outcomes by integrating various instructional strategies. ...
... Effective teaching through blended methods lies in balancing passive video learning with interactive class activities that reinforce understanding. Research suggests that blended learning should ideally complement active, face-to-face engagements, facilitating deeper learning (Garrison & Vaughan, 2008). ...
... For example, during a group project on urban planning, students can use these tools to conduct collaborative research, share findings, and effectively communicate their ideas. This technological support not only streamlines the collaborative process but also allows students to better engage with each other's contributions and work toward a common goal (Garrison & Vaughan, 2008). ...
... Furthermore, online collaboration tools like Google Workspace and Microsoft Teams allow students to work together in real time, share resources, and communicate effectively. For example, in a renewable energy group project, students can use these platforms to collaboratively draft reports, share research, and provide feedback, ensuring ongoing engagement and effective teamwork (Garrison & Vaughan, 2008). ...
Background and Aims: Phenomenon-Based Learning is important because it connects academic content to real-world issues, making learning more meaningful and engaging for students. It improves critical thinking and prepares students to face real-world challenges by addressing complex, multifaceted problems from multiple perspectives. This paper aims to investigate the approaches and techniques of phenomenon-based learning. PheBL Methodology: The paper presents a thorough examination of various educational approaches and techniques within the PheBL framework. It systematically investigates how integrating real-world phenomena from multiple disciplines can improve teaching practices and student learning outcomes. Results: The finding found that Phenomenon-Based Learning (PheBL) is a comprehensive approach to education that places real-world phenomena at the center of inquiry and learning. By combining disciplines around a common phenomenon, PheBL encourages students to investigate complex, multifaceted issues from multiple perspectives. This methodology encourages deeper comprehension and critical thinking by actively involving students in problem-solving and inquiry. Finally, PheBL's approach not only aligns educational practices with real-world contexts but also increases student engagement and comprehension by employing an interdisciplinary lens that reflects the world's interconnectedness. Conclusion: The findings show that Phenomenon-Based Learning (PheBL) effectively centers education on real-world issues, bringing together multiple disciplines to foster a deeper, more critical understanding of complex topics. This approach improves student engagement and comprehension while also aligning learning practices with the interconnected nature of real-world problems.
... This dual approach has been shown to increase student engagement and enhance understanding of STEM content. Garrison and Vaughan (2008) emphasize the effectiveness of blended learning in integrating online tools with traditional classroom settings, making it a versatile model for improving STEM education outcomes. ...
... Felder and Brent (2016) emphasize that blended learning-combining online and face-to-face instruction-enables students to learn at their own pace while benefiting from direct interaction with peers and instructors. Garrison and Vaughan (2008) support this view, highlighting its ability to integrate technological tools seamlessly into traditional teaching, leading to better learning outcomes. In practical applications, blended . ...
... Binks et al 5 referred to blended learning as a solution to overcome the limitations of online lectures where students' engagement and satisfaction do not reach the level needed for deep learning to occur. Garrison and Vaughan (2008) 9 described blended learning as combining FTF and computer-mediated components, using different instructional methods, including lectures and discussion groups led by educators who facilitated the learning process. 8,9 A meta-analysis involving medical students and those in health education reported more significant knowledge gain, highlighting the advantage of incorporating blended learning. ...
... Garrison and Vaughan (2008) 9 described blended learning as combining FTF and computer-mediated components, using different instructional methods, including lectures and discussion groups led by educators who facilitated the learning process. 8,9 A meta-analysis involving medical students and those in health education reported more significant knowledge gain, highlighting the advantage of incorporating blended learning. 2 Medical students have accepted blended learning and found it a practical learning approach. ...
Introduction
The learning methods employed in medical education have substantially transformed from traditional face-to-face (FTF) instruction to online learning modalities. This study sought to quantitatively compare the impact of three learning methods on the academic performance of first-year medical and health sciences students enrolled in a Medical Terminology (MT) course. The learning methods examined include the FTF method, the online-synchronized method, and a blended learning method that combines elements of both. The scope of the analysis encompasses the academic years 2019, 2020, and 2023.
Methods
Academic performance was measured using overall scores and scores derived from the letter grades of 2446 first-year students assigned to the three learning methods that were compared.
Results
A significant improvement in 2023 was observed in the blended learning method, which consisted of 30% FTF and 70% online synchronized lectures for overall scores (p < 0.0) and the scores based on the A grades (p < 0.0) of students in the MT course, compared to the FTF learning method in 2019 or the online synchronized learning method in 2020.
Conclusion
The blended learning method, which combines FTF with online synchronized learning, appears to be a more effective method for enhancing the academic performance of first-year students compared to either the traditional FTF method or the solely online synchronized method.
... Além disso, é imprescindível que a parte presencial seja supervisionada pelo professor, a fim de promover processos de ensino e aprendizagem mais envolventes, eficientes e personalizados. Para tanto, os métodos mistos -que envolvem formas de ensino presencial e formas de ensino on-line -possibilitam inúmeras variedades de desenho e de aplicação, constituindo uma alternativa válida para a mudança das práticas pedagógicas no Ensino Superior (Garrison;Vaughan, 2008). ...
... Além disso, é imprescindível que a parte presencial seja supervisionada pelo professor, a fim de promover processos de ensino e aprendizagem mais envolventes, eficientes e personalizados. Para tanto, os métodos mistos -que envolvem formas de ensino presencial e formas de ensino on-line -possibilitam inúmeras variedades de desenho e de aplicação, constituindo uma alternativa válida para a mudança das práticas pedagógicas no Ensino Superior (Garrison;Vaughan, 2008). ...
Na contemporaneidade, as tecnologias digitais estão promovendo uma grande transformação na sociedade, que também se estende ao campo educacional. Esse cenário está motivando tanto as instituições escolares quanto os educadores a adotarem novas abordagens de ensino e de aprendizagem para se adaptarem a essas mudanças. O objetivo deste trabalho é avaliar o nível de retenção do conteúdo da disciplina de Patologia Humana e a percepção dos estudantes sobre uma atividade on-line utilizando a rede social Facebook. Trata-se de um estudo de caso de abordagem quantitativa. A pesquisa envolveu vinte alunos universitários do curso de Educação Física. A atividade on-line foi criada para complementar o aprendizado e continha um texto ilustrativo e explicativo do conteúdo em tópicos, uma atividade didática e duas atividades avaliativas: mapa conceitual e questionário. A avaliação da retenção do conteúdo ocorreu mediante análise comparativa da pré-atividade e da pós-atividade. Na análise dos testes, avaliaram-se as respostas corretas, observando-se uma melhora significativa no período pós-atividade. Na avaliação da retenção da informação, a média foi alta, demonstrando que a atividade foi relevante para a melhora do desempenho. A percepção dos estudantes com relação à atividade on-line foi positiva.
... Observa-se no trecho do relato do estudante-residente C que o estudo desses documentos reflete um discurso de normatização e regulamentação. A BNCC e a OCEM são instrumentos que definem e regulam os conteúdos e metodologias a serem seguidos Entendemos Ensino Híbrido como uma abordagem pedagógica que combina métodos de ensino presencial e on-line, permitindo que os alunos aprendam tanto em salas de aula físicas quanto em ambientes virtuais (Garrison;Vaughan, 2021;Singh;Thurman, 2022) 10 Cyrino (2022) aborda a identidade docente com um foco particular nas práticas e experiências de professores de Matemática. Sua abordagem é influenciada por uma perspectiva sociointeracionista e crítica, que considera as dimensões pessoais e profissionais do desenvolvimento da identidade docente. ...
... Observa-se no trecho do relato do estudante-residente C que o estudo desses documentos reflete um discurso de normatização e regulamentação. A BNCC e a OCEM são instrumentos que definem e regulam os conteúdos e metodologias a serem seguidos Entendemos Ensino Híbrido como uma abordagem pedagógica que combina métodos de ensino presencial e on-line, permitindo que os alunos aprendam tanto em salas de aula físicas quanto em ambientes virtuais (Garrison;Vaughan, 2021;Singh;Thurman, 2022) 10 Cyrino (2022) aborda a identidade docente com um foco particular nas práticas e experiências de professores de Matemática. Sua abordagem é influenciada por uma perspectiva sociointeracionista e crítica, que considera as dimensões pessoais e profissionais do desenvolvimento da identidade docente. ...
Este artigo analisa como a Residência Pedagógica (RP) constitui-se dispositivo de biopoder ao regular experiências dos sujeitos estudantes-residentes do subprojeto de Matemática durante a pandemia. Para tanto, mobilizaram-se algumas ferramentas conceituais propostas por Michel Foucault e argumentamos que os endereçamentos da RP se constituem um dispositivo de biopoder para o governamento e o controle das populações. Utiliza-se a abordagem qualitativa, associada à pesquisa documental. Optou-se pela análise documental de um corpus constituído por editais e relatos de experiências de sujeitos estudantes-residentes. Para tanto, apoiamo-nos nos princípios da análise do discurso na perspectiva foucaultiana para apreciar os dados produzidos. Consideram-se três unidades de análise vinculadas às práticas e às experiências, a saber: a) a instância formativa; b) o âmbito matemático; c) o campo pedagógico. Essas unidades emergiram dos dados e foram sistematizadas a partir de um diálogo com alguns conceitos foucaultianos. Os resultados indicam que o dispositivo formativo da Residência Pedagógica produz sujeitos-futuro(s)-professor(es)-de-Matemática por meio de diversificadas estratégias regulatórias pautadas nos debates sobre o exercício de poder/resistência, sociedade disciplinar e controle que moldam as experiências vivenciadas.
... Nesse contexto, o ensino híbrido, frequentemente denominado blended learning, tem se consolidado como uma estratégia central para atender às demandas de um ambiente educacional em constante transformação(Elgohary et al., 2022;Garrison & Vaughan, 2013;Picciano, 2019). Esse modelo combina o melhor das abordagens presencial e online, oferecendo flexibilidade e personalização tanto para estudantes quanto para docentes.Os fundamentos do ensino híbrido repousam em uma longa trajetória de integração tecnológica na educação. ...
O ensino híbrido, também conhecido como blended learning, emergiu como uma abordagem pedagógica que combina práticas presenciais e digitais, oferecendo flexibilidade e personalização no processo de ensino-aprendizagem. Essa metodologia tem ganhado destaque, sobretudo no contexto contemporâneo, onde a integração de tecnologias educacionais é essencial para enfrentar os desafios pós-pandemia e as demandas de inovação na educação. Por essa razão, este estudo se propõe a analisar as perspectivas e os desafios do ensino híbrido na educação contemporânea, utilizando uma revisão bibliométrica das produções acadêmicas disponíveis na base Web of Science, considerando publicações revisadas por pares, de acesso aberto, entre os anos de 2020 e 2023. Os resultados revelaram que o ensino híbrido desempenha um papel crucial na personalização do aprendizado e no engajamento dos estudantes, destacando-se estratégias como o flipped classroom. Contudo, a revisão também evidenciou desafios significativos, como a desigualdade digital e a necessidade de capacitação docente, que limitam sua adoção em contextos menos favorecidos. Além disso, lacunas foram identificadas na literatura, particularmente no que tange aos impactos de longo prazo do modelo híbrido na formação de competências transversais. Pontanto, conclui-se que o ensino híbrido possui grande potencial transformador, mas sua eficácia depende de investimentos em infraestrutura tecnológica, políticas públicas inclusivas e capacitação contínua dos educadores. Assim, este modelo pedagógico pode contribuir não apenas para atender às demandas emergentes da educação contemporânea, mas também para promover um aprendizado mais inclusivo, flexível e centrado no estudante.
... One more challenge is the potential for student isolation in online environments. Asynchronous learning, while being flexible, can sometimes lead to feelings of disengagement or detachment from the learning community, particularly if students lack opportunities for real-time interaction (Garrison & Vaughan, 2008). During teacher strikes, this sense of isolation was amplified, as students missed the social aspects of traditional classroom settings. ...
This research explores students' learning experiences using digital tools during teachers strikes focusing on their ability to maintain interest in learning and manage their educational goals independently. A survey involving 82 Baccalaureate students, expected to sit for either a Regional or a National exam at the end of the 2023-2024 school year, was conducted to examine students' satisfaction concerning using digital tools during Moroccan teachers' strikes along with the challenges and impact on learning outcomes. The findings revealed that while these tools were essential to sustain students' learning outside classroom walls, they could not replace nor compare to in-class face-to face interaction. These results are consistent with the broader research on the limitations of digital learning, which emphasizes the importance of human interaction, immediate feedback, and guided instruction-elements that are difficult to achieve through online platforms (Vygotsky, 1978).
... On the contrary, it provides an additional opportunity for learning. There are 7 trends among modern teaching technologies in elementary education: mLearning or mobile learning [9,3]; Storytelling [16,18]; Edutainment (education entertainment) [8,17]; Microlearning [10,4]; Blended learning [5]; STEM-projects (education) (science, technology, engineering, mathematics) and robotics, LEGO-construction [7,15]; Gamification (e-learning) [6,10,8,17,4]. ...
The article deals with the problem of gamification for primary school students. The main idea of creating a software product was to create the correct programming sequences for solving simple programming problems in the Scratch programming environment. The technological preconditions for creating an application are described; a review of gamification basics has been carried out. In this article, we first illustrate the current art of state of gamification. Then we discuss requirements for teaching and studying Scratch for primary school students, and then we describe the development of a game application for teaching Scratch programming constructions. In the experimental section we compare the results of the experimental and control groups of primary school students, which showed differences in the levels of knowledge of primary school students after the experiment, where the results of the experimental group are higher than results of the control group
... The ability to teach effectively online requires knowledge of various digital tools, including virtual classrooms, learning management systems, and collaborative tools, in addition to pedagogical strategies that maintain student engagement in an online setting. This entails creating varied learning paths, giving prompt feedback, and ensuring digital tools enhance human contact rather than take its place (Garrison & Vaughan, 2008). E-learning standards denote a change from solely content-driven online education techniques by paying greater attention to the qualitative components of human connection. ...
Soft skills are increasingly recognized as essential for student success in both academic and professional settings. To enhance soft skills development, this paper explores an integrative approach that blends traditional teaching methods with innovative technologies such as e-learning platforms, augmented reality, artificial intelligence, and gamification. These blended teaching methods create engaging, interactive environments that foster active learning and skill acquisition. Using the European project D-ChallengHE as a case study, we present a systematic methodology for designing instructional materials to improve soft skills. Central to this approach are key European competence frameworks-DigComp, EntreComp, LifeComp, and GreenComp-that provide a structured foundation for competency-based learning. Supported by the ADDIE instructional design model, our approach offers a scalable solution to closing the gap between education and employability by preparing students with the soft skills needed for future career success.
... E-learning is characterized as the use of digital platforms, interactive software, and online resources to facilitate teaching and learning (Garrison & Vaughan, 2008). This mode of learning provides flexibility, multimedia content, and opportunities for personalized learning, which can enhance students' engagement and comprehension. ...
This study looks at the impact of e-learning on junior social studies students' performance and attitude in Nasarawa State, Nigeria. Using internet technologies to enhance performance and knowledge is known as e-learning. It allows the learner to adapt their experience to their learning goals by giving them control over time, pace, learning sequence, and content. To investigate how these activities affected the students' attitudes and academic performance, the study compared junior secondary school social studies students who only received in-person instruction in the classroom with those who engaged in WhatsApp mobile learning activities. A sample of 150 respondents was drawn from five public secondary schools; 100 students were used for the survey using a questionnaire, and 50 students were chosen for the experiment due to their availability and proficiency with WhatsApp mobile learning. SPSS software was used to analyze the data and produce descriptive and inferential statistics. Compared to the traditional learning approach, the results showed that the WhatsApp mode of learning resources greatly improved the comprehensiveness of social studies in the five chosen schools; it assisted the students in fully comprehending social studies. Additionally, it increases the student's self-assurance when expressing thoughts and opinions about social studies topics. As a result, it was suggested that the educational board's management, administrators, and stakeholders make investments in ICT integration, training, and infrastructure.
... Indicar los criterios de aprobación. Garrison, y Vaughan (2008) plantean que un diseño instruccional planifique la enseñanza centrada en el aprendizaje. Hay varios modelos de diseño instruccional, el más común es el ADDIE (Branch, 2009) que plantea cinco fases: ...
... Dalam beberapa kasus, beberapa peserta mungkin tidak memiliki akses internet atau perangkat yang memadai untuk mengikuti pembelajaran daring. Dengan menyediakan materi yang dapat diunduh, peserta tetap dapat mengakses materi pembelajaran meskipun akses internet atau perangkat yang dimiliki terbatas (Garrison dan Vaughan, 2008). ...
Buku ini didedikasikan untuk mengeksplorasi strategi pengajaran yang
kreatif dan inovatif yang dapat digunakan dalam pengaturan online. Buku
ini terdiri dari dua belas bab yang mencakup berbagai aspek pengajaran
online, seperti penggunaan teknologi, peran komunikasi, dan pentingnya
keterlibatan siswa.
Berikut topik pembahasan dari setiap bab buku ini:
Bab 1 Pengantar Strategi Pengajaran Daring yang Kreatif and Inovatif
Bab 2 Merancang Pengalaman Pembelajaran Daring yang Menarik
Bab 3 Merancang Pembelajaran Daring yang Mudah Di akses
Bab 4 Membangun Komunitas Pembelajaran Kolaboratif yang Efektif
Bab 5 Mengadaptasi Strategi Pengajaran Tradisional untuk Pengajaran
Daring
Bab 6 Menggunakan Multimedia untuk Meningkatkan Pembelajaran
Daring
Bab 7 Personalisasi Pembelajaran Daring yang Menarik
Bab 8 Menggunakan Analisis Data untuk Meningkatkan Pengajaran Daring
Bab 9 Media Sosial untuk Pembelajaran Daring
Bab 10 Membuat Penilaian Interaktif untuk Pembelajaran Daring
Bab 11 Best Practice dalam Pengajaran Daring
Buku ini ditujukan bagi para pendidik yang mencari cara baru dan
inovatif untuk mengajar secara daring. Ini juga berguna bagi institusi
pendidikan yang ingin memahami tren terbaru dalam pendidikan online
dan mengembangkan strategi yang efektif untuk mendukung guru
mereka.
... The blended learning format, which combines face-to-face and digital components, presents educators with unique challenges, particularly in fostering emotional well-being. Blended learning environments are integral in modern education, offering flexibility and scalability, but they have been criticized as lacking sufficient emotional support mechanisms (Garrison & Vaughan, 2008;Kedraka & Kaltsidis, 2020). Understanding how immersive technologies can address these issues with blended learning approaches is necessary to advance both theory and practice in blended instruction (Makransky & Petersen, 2021). ...
This study investigates subjective vitality (SV) within the context of high-immersion virtual reality (VR) and video-based language learning. Within the framework of a blended learning curriculum, English as a Foreign Language (EFL) students (N = 111) participated in a relaxing language learning activity delivered via VR or video. This study explored the role of VR and video in augmenting emotional well-being , which is a key factor in maintaining engagement within blended learning environments. The pre-and post-activity SV measures revealed a slight, albeit not significant, increase in SV. Analysis of variance (ANOVA) results revealed that both VR and video had comparable effects on SV. While VR fosters more engaging and immersive language learning experiences than video, video remains a practical alternative that effectively supports learner SV, especially in resource-constrained educational settings. These findings have implications for integrating VR technology to provide emotional support for blended learning students. Such support is particularly important in the context of e-learning, in which the technology-driven nature of instruction frequently coincides with limited social interactions. Future research testing the long-term impact of VR and video on SV is necessary.
... The blended learning format, which combines face-to-face and digital components, presents educators with unique challenges, particularly in fostering emotional well-being. Blended learning environments are integral in modern education, offering flexibility and scalability, but they have been criticized as lacking sufficient emotional support mechanisms (Garrison & Vaughan, 2008;Kedraka & Kaltsidis, 2020). Understanding how immersive technologies can address these issues with blended learning approaches is necessary to advance both theory and practice in blended instruction (Makransky & Petersen, 2021). ...
This study investigates subjective vitality (SV) within the context of high-immersion virtual reality (VR) and video-based language learning. Within the framework of a blended learning curriculum, English as a Foreign Language (EFL) students (N = 111) participated in a relaxing language learning activity delivered via VR or video. This study explored the role of VR and video in augmenting emotional well-being , which is a key factor in maintaining engagement within blended learning environments. The pre-and post-activity SV measures revealed a slight, albeit not significant, increase in SV. Analysis of variance (ANOVA) results revealed that both VR and video had comparable effects on SV. While VR fosters more engaging and immersive language learning experiences than video, video remains a practical alternative that effectively supports learner SV, especially in resource-constrained educational settings. These findings have implications for integrating VR technology to provide emotional support for blended learning students. Such support is particularly important in the context of e-learning, in which the technology-driven nature of instruction frequently coincides with limited social interactions. Future research testing the long-term impact of VR and video on SV is necessary.
... When it comes to the teacher roles in blended learning, Teachers play a critical role in effectively implementing blended learning. Research underscores the importance of teachers transitioning from a traditional role of content deliverers to facilitators who guide and support students in navigating digital and in-person activities (Garrison & Vaughan, 2008). Effective instructional design, particularly in structuring online components to align with in-person activities, is essential for achieving desired learning outcomes. ...
With the rapid advancements in technology, the need for combined teaching, face-to-face instruction with online components, became a priority to ensure that students could continue their education in both these learning environments. Blended learning has shown positive impacts on student engagement, motivation, and academic performance in various studies. Therefore, this study focuses on students’ motivation and engagement during blended learning. The research was conducted in three different schools in Prishtina and the data was collected through two sets of questionnaires—one for students and one for teachers. The findings of the study were mixed. While some strategies and tools proved effective in fostering student engagement, the results also highlighted challenges in maintaining motivation and active participation in blended learning classroom. Ultimately, the study offers valuable insights into how online education can be structured to better support student learning and engagement in a blended learning environment, especially in younger learners.
... According to many experts, like Bowyer and Chambers (2017), bringing technology into the classroom promotes students to learn through curiosity. Furthermore, it increases motivation and interaction, hence improving feedback (Garrison & Vaughan, 2011;Oh & Park, 2009). In fact, merging online and asynchronous learning settings has the potential to significantly enhance education (Hiltz et al., 2007), eventually enhancing learning outcomes (Ross & Gage, 2006). ...
The chapter investigates how traditional educational frameworks are unsuccessful in preparing students for the difficulties of a quickly changing, technologically driven world. With breakthroughs in artificial intelligence, automation, and global complexity, traditional teaching techniques that rely on memorization and standardized testing are no longer effective in developing critical thinking, creativity, and problem-solving abilities. The author suggests a shift toward creative educational approaches prioritizing interdisciplinary learning, technological integration, and lifelong learning. These models aim to provide learners with the knowledge and skills required for success in a future characterized by constant change. Educators, institutions, and policymakers are given recommendations for creating a learner-centered, future-ready education system.
... Professional development initiatives, such as workshops and training sessions, are crucial in equipping faculty with the skills needed to design and implement blended learning courses. These programs have focused on pedagogical strategies, technological tools, and course design principles essential for a successful transition (Garrison & Vaughan, 2013). Technological training has further aided faculty in becoming proficient with Learning Management Systems (LMS) and other digital tools, ensuring effective integration into their teaching practices (Ellis, 2009). ...
As universities increasingly adopt flexible learning options, the shift from traditional face-to-face instruction to blended learning environments presents both opportunities and challenges. This study explored the experiences of faculty at Makerere University as they adapted to this transition, focusing on their training process and the obstacles they encountered. Utilizing a qualitative case study design, the research involved detailed observations and interviews with 11 faculty members from the School of Women and Gender Studies. The findings indicated that faculty with prior experience in Learning Management Systems (LMS) adjusted more smoothly to the blended learning format, while those unfamiliar with these tools faced significant challenges. Issues such as balancing demanding schedules and managing workloads highlighted the need for more structured and manageable training programs. Institutional support, including Internet data and transport refunds, played a crucial role in boosting faculty productivity and confidence. Furthermore, team-based development was found to be a particularly effective strategy, fostering collaboration and improving productivity, compared to individual efforts. The study also emphasized the importance of simplified instructional design processes and ongoing technical support in maintaining faculty motivation and engagement. Ultimately, the research recommends that institutions provide comprehensive technical support, promote collaborative course development, and streamline instructional design processes to ensure successful transitions to blended learning environments. These insights offer valuable guidance for other higher education institutions undergoing similar transformations, providing a framework for addressing challenges and enhancing the effectiveness of blended learning initiatives.
... However, excessive reliance on such applications and platforms can lead to problems such as technology addiction and a decreased ability to cope with face-to-face interaction with other people [12]. Therefore, it is important that education finds a balance between the use of digital technology and other traditional methods of learning [13,14]. However, one should be aware of the over-reliance on such technologies and encourage their use in a balanced and responsible manner. ...
The universities website has become an established tool, serving as an interface between an organization and its audience. For university websites, they act as portals for information and communication with students, facilitating educational and research objectives while promoting the institution’s image. Based on this perspective, the authors conducted a strategic monitoring/documentation process, employing both quantitative and qualitative methodologies to analyze the vast textual content from the websites of 101 universities in Romania. Data collection occurred from January 2021 to March 2022. These websites were monitored and analyzed comparatively for quality based on Minerva EU principles, which serve as the analytical standard, utilizing predefined categories: identification, relevance, maintenance, accessibility, user orientation, responsiveness, multilingualism, and interoperability. Additionally, the study assesses whether the websites provide useful information for students’ specific activities, including accessible informational and documentary resources within the university library’s digital environment. The results indicate that state universities (54 in total, both civilian and military) are the most relevant. They continually enhance their websites to serve as a vital access point for specific informational resources, including administrative, educational, documentary, and cultural resources.
... Researchers have emphasized potential of media tools to bridge the gap between traditional face-to-face teaching and remote learning. For instance, platforms like Zoom, Microsoft Teams, and Google Classroom have become essential for maintaining the student-teacher interactions, offering real-time communication, and promoting collaboration (Garrison & Vaughan, 2020). In this linking, these tools provide the immediate feedback and multiple cues, enhancing the richness of communication in a virtual environment, and aligning with MRT. ...
This qualitative study investigates the integration of media tools in O-level &
A-level classrooms, focusing on perceived impact of multimedia resources
such as digital platforms, smartboards, and interactive technologies on the
student learning and engagement. Conducted in schools equipped with
the modern educational resources, the research involved 50 students and
20 teachers experienced in media-enriched teaching. Data was collected
through semi-structured teacher interviews & focus group discussions with
students and analyzed using thematic analysis. The findings indicate that
multimedia tools boost student engagement and comprehension, leading
to improved learning outcomes. However, challenges like limited access to
technology, inadequate teacher training, and potential student distractions
were identified as barriers to effective implementation. Both teachers and
students stressed the need for better technological resources & ongoing
professional growth for educators. The study highlights the transformative
potential of media integration in enhancing teaching, learning & features
the importance of addressing existing limitations to maximize its benefits. By
bridging gaps in technology access and educator training, schools can
more effectively leverage multimedia tools to create dynamic & engaging
learning environments.
... The findings in Table 4 underscore the growing preference for blended learning among students, which aligns with existing literature emphasizing its benefits. Garrison and Vaughan (2013), for instance, identified blended learning as a transformative approach that effectively integrates traditional faceto-face instruction with online methodologies, offering flexibility and enhanced engagement. This combination supports a variety of learning preferences and promotes active participation. ...
E-Learning has not gained widespread popularity as an instructional method in universities, primarily due to faculty members' readiness and awareness limited levels. This study examined faculty preparedness and use of e-Learning. The sample consisted of 6 Directors, 12 Heads of Department, 90 faculty members and 335 students in Kenyan universities. Data were gathered through a semi-structured questionnaire from faculty and students and in-depth interviews with Directors and Heads of Departments. The study concluded that blended learning is the faculty members’ preferred instructional model, aligning with literature that emphasize its benefits in promoting flexibility, engagement and inclusivity. While the majority of faculty members rated their e-learning utilization as proficient, with most using resources like the internet and whiteboards effectively, the minority reported average or poor utilization, indicating a need for targeted interventions to enhance digital literacy and ensure equitable e-learning adoption. Finally, the study concludes that Moodle was the most preferred platform due to its flexibility and interactivity while WebCT was the less commonly used platform. Study recommends that policy makers should invest in infrastructure, training and awareness campaigns to support blended learning and e-Learning platform adoption and utilization.
... Sebagai akses ke pembelajaran yang lebih luas dengan memberikan kesempatan bagi mahasiswa dari berbagai latar belakang dan lokasi geografis yang berbeda untuk mengakses kursus dan program dari universitas terkemuka di dunia tanpa terbatas oleh kendala fisik. Pembelajaran blended sebagai sarana untuk menggabungkan pembelajaran tatap muka dengan online (Garrison & Vaughan, 2008). Blended learning mengacu pada kombinasi atau penggabungan metode pembelajaran dengan teknologi digital (Wang et al., 2015). ...
The use of technology in learning has become an increasingly important phenomenon in the world of education, especially in today's digital era. Technology not only improves accessibility and flexibility in learning, but also enriches the learning experience by presenting more interactive and engaging materials. This research aims to analyze the application of technology in learning and explore the benefits, challenges, and opportunities that exist. Based on the results of research conducted in several educational institutions, it was found that the use of online learning platforms, educational applications, and multimedia-based media is able to increase student engagement, provide wider access to learning resources, and create a more personalized learning experience. However, challenges such as the digital divide, limited infrastructure, and low digital literacy among educators are still obstacles that need to be overcome. In conclusion, while technology offers a variety of advantages, its use must be done wisely taking into account the local context and efforts to improve digital access and skills for all parties involved.
... According to Garrison and Vaughan (2008), blended learning integrates various learning environments to optimize the learning experience, offering a student-centered, flexible approach that combines face-to-face interaction with self-paced, technology-based instruction. It provides flexible and multifaceted approach to the learning and teaching process. ...
... However, our research uniquely emphasizes the significance of content knowledge as a cornerstone of TEs' professional identity, challenging the notion that emotional responses to change are the predominant focus of concern. This perspective is further corroborated by Garrison and Vaughan's (2008) assertion regarding the organic integration of online and faceto-face approaches, underscoring the importance of pedagogical thoughtfulness in navigating this transition. ...
This research delves into the apprehensions of teacher educators (referred to as TEs) concerning Blended Learning (hereafter BL) in higher education during pedagogical evolution, particularly in the post-COVID-19 era. Qualitative analysis of open-ended questionnaires and focus group interviews revealed insights into TEs' concerns. The primary findings illuminate four contexts of concern: discipline, pedagogical methods, socio-emotional aspects, and curricular considerations. The TEs voiced concerns regarding disciplinary positioning, apprehensions about potential compromises to professional autonomy if flexibility and diversity principles are not upheld, comfort in engaging with the emotional facets of their students within the digital environment, and a desire to explore unfamiliar terrains, highlighting the significance of the curricular component to their professional identity.
... Porter et al. (2014) argued that blended learning models usually focus on physical or surface features rather than pedagogical or psychological features. Different perspectives are offered by Garrison and Vaughan (2008), who contend that blended learning models must thoughtfully combine in-person learning in the classroom with online learning experiences while considering the three cognitive facets of blended learning: cognitive proximity, pedagogical proximity, and social proximity (Hrastinski, 2019). Watson (2008) proposed a continuum connecting fully online learning and traditional faceto-face learning and classified blended learning models into seven different settings, ranging from fully online learning environments to fully face-to-face learning environments, with a different percentage of online and face-to-face portions and different allocation of online and classroom resources in each model. ...
Educational technology has altered conceptions of effective learning. The combination of virtual and physical instruction is constantly developing and growing, making blended learning a growing trend. While blended learning has been extensively reviewed in various fields, there is a lack of research on its application in music education. This study aims to understand the current development of blended learning in the field of music education; this paper will collect literature on blended learning from the past ten years. Following the PRISMA guidelines, we have systematically analysed the blended learning strategies and outcomes in music education. This study examined Web of Science, Scopus, and ERIC for pertinent strings. Thirteen publications passed the strict screening procedure and were included in the analysis of blended learning in music education. This study found that the flipped classroom blended learning model has emerged as the prevailing method in music education, enhancing learners’ musical perception, performance, and overall experience. The findings reveal a need for more research on blended learning in music education.
... Best practices in ICT training often include a combination of theoretical instruction and practical application, mentoring and peer support, and continuous professional development. Innovative strategies such as blended learning approaches, where online and face-to-face interactions are combined, have shown promise in providing flexible and personalized learning experiences for educators (Garrison & Vaughan, 2008). Furthermore, the integration of Artificial Intelligence (AI) in training programs is emerging as a significant trend, offering adaptive learning technologies and analytics to tailor training to individual needs (Johnson et al., 2020). ...
This study investigates the efficiency of ICT in-service training programs for university professors in Morocco, assessing their role in improving digital competencies and pedagogical practices. Employing a mixed-methods approach, the study combines quantitative data from 207 structured questionnaires with qualitative insights from 13 focus group interviews. The results reveal significant improvements in professors' ability to integrate ICT into their teaching. However, persistent challenges such as inadequate infrastructure and limited institutional support hinder the full potential of ICT integration. The study emphasizes the necessity of more specialized training programs and stronger institutional frameworks to ensure sustainable ICT adoption in higher education. These findings provide crucial insights for policymakers, educators, and academic institutions working to enhance the effective use of technology in educational settings. Résumé : Cette étude examine l'efficacité des programmes de formation continue en TIC pour les professeurs d'université au Maroc, en évaluant leur rôle dans l'amélioration des compétences numériques et des pratiques pédagogiques. En adoptant une approche mixte, l'étude combine des données quantitatives issues de 207 questionnaires structurés avec des perspectives qualitatives tirées de 13 entretiens de groupe. Les résultats révèlent des améliorations significatives dans la capacité des professeurs à intégrer les TIC dans leur enseignement. Cependant, des défis persistants, tels qu'une infrastructure inadéquate et un soutien institutionnel limité, entravent le plein potentiel de l'intégration i Correspondence: email rachidelaasri@enset-media.ac.ma Rachid Elaasri EFFICIENCY OF ICT IN-SERVICE TRAINING FOR UNIVERSITY PROFESSORS IN MOROCCO European Journal of English Language Teaching-Volume 9 │ Issue 6│ 2025 31 des TIC. L'étude souligne la nécessité de programmes de formation plus spécialisés et de cadres institutionnels renforcés pour assurer une adoption durable des TIC dans l'enseignement supérieur. Ces résultats offrent des perspectives essentielles aux décideurs, éducateurs et institutions académiques travaillant à améliorer l'utilisation efficace des technologies dans les environnements éducatifs.
... Among these innovations, training through new digital spaces and learning tools stands out as a transformative approach that has the potential to revolutionize the educational experience. At its core, this approach leverages digital spaces and innovative learning tools to enhance the teaching and learning process (Garrison & Vaughan, 2008). These digital spaces can take various forms, including virtual classrooms, online forums, social media platforms, and interactive simulations (Johnson, Adams Becker, Estrada, & Freeman, 2014). ...
Many professionals are confronted in their practice with clients who show post-traumatic symptoms (PTS). “Trauma-informed practice” helps professionals recognize, understand, and appropriately respond to the effects of trauma. This work presents the “Trauma-Informed Practice for Workers in Public Service Settings” – TIPS (Erasmus+). The project sought to: (1) increase awareness among professionals about the occurrence of PTS; (2) equip them with skills to identify PTS and reduce barriers related to discrimination; (3) improve the care and support provided; and (4) reflect on innovative pedagogical strategies. This was a distance learning experience aimed at professionals from various sectors, namely education. The project is based on training through new digital spaces and learning tools, combined with strategies of storytelling and teaching practices based on narrativization. The project includes the following final outputs (1) guidelines; (2) a catalog; (3) a resource pack; (4) an interactive e-platform; and (5) a mobile application. The diverse learning opportunities and formats aims to promote new and improved learning strategies, respecting personal preferences and diversity of learning styles, thus ensuring new paths to the “old” objective of effective learning.
... Upon reflection, this tension can be eased with staff development on the potential for enhanced learning and teaching (Mishra & Koehler 2006), away from traditional transmission models (Toohey 1999) by creating targeted activities, focused on blending face to face teaching and learning with one or more types of technology. Garrison and Vaughan (2008) refer to this combination as a "thoughtful infusion", and Torrisi-Steele (2011) calls it "harmonious integration". Perhaps this thoughtful infusion can occur once the initial process of content transfer takes place and staff can begin the work of quality uplift of resources created in Canvas. ...
In a changing Higher Education landscape, universities are increasingly under pressure to implement transformative learning experiences, leveraging advances in technology and increasing flexibility in the curriculum. This paper discusses the process by which our University transitioned from one Learning Management System to another, and the impact of this transformation. This impact is viewed across the College of Science, Engineering & Health learning and teaching strategies and the student experience, our planning and staff capability development. The complexities and lessons learnt from this process are identified in an attempt to reflect on the LMS transformation as a broader catalyst for change.
... A partir de una perspectiva contigua, aquella comunidad de naturaleza educativa, fundamentada en procesos de colaboración entre sus integrantes, donde éstos comparten reflexiones críticas con la finalidad de instaurar un discernimiento mutuo mediante convenios, precisa lo que es una CoI (Garrison, 2013). Entonces, se distinguen las CoI por ser comunidades que: (a) exhiben vínculos estrechos entre sus afiliados; (b) mantienen una interacción entre los educandos y (c) evalúan ponderadamente, edifican y revalidan conocimientos preeminentes (Garrison & Vaughan, 2008). El entorno de las prácticas de las CoI, se encuentra formalizado bajo un arreglo idóneo, orientado a erigir una actividad de aprendizaje condicionado a un escenario comunitario (Arbaugh, 2008). ...
The primary purpose of this study was to determine the correlation between mobile social media, social presence, and student perception and its effect on the learning process in online courses. The research design was descriptive, correlational, and non-experimental. The variables measured in this study were: (a) perception of mobile social media as a learning tool, independent and identified as PM, (b) perception of social presence, dependent and denoted as PS, and (c) perception of learning, dependent and referred to as PA. The correlational analysis consisted of three main variables, as mentioned: PM, PS, and PA. Other descriptive data of the study were the frequency of social and educational use of mobile social media (MSM).
As part of the conclusions, the study revealed the prevalence of the mobile social medium WhatsApp®, as the one most frequently used for personal communication among students of a private university. In second order, Instagram® stood out as the mobile social medium used with wide frequency for social interaction purposes. Similarly, WhatsApp® dominated as the mobile social medium used with a view to academic space. Next was the mobile social medium Instagram®.
From this study, it is possible to speculate the socio-educational potential that mobile social media possesses in the context of a private university in Puerto Rico, particularly for the development of communities of inquiry through collaborative groups using these media, with special attention to WhatsApp® and Instagram®. Although it was not possible to conclusively prove the favorable influence on the learning of students enrolled in online courses through the use of mobile social media in a private university in Puerto Rico, a certain degree of social and scholastic benefit for students in the use of such media was observed. Consequently, it is possible to suggest that the learning experience of students can be improved through the use of these social media. Furthermore, it is feasible to speculate a certain degree of link between the use of mobile social media and the possibility of a permissible scenario for the development of social presence. It remains a pending matter to confirm these assumptions in prospective research.
This article explores the significance of workplace learning and collaborative learning, focusing on their applications within Azerbaijan’s education system. By analyzing global best practices and local contexts, the article identifies key strategies to enhance the professional development of educators and students. Workplace learning is examined as a mechanism for continuous professional growth through structured and unstructured experiences in educational settings. Collaborative learning is discussed as a dynamic process that enhances critical thinking, teamwork, and adaptability among students and educators alike. Findings emphasize the integration of collaborative methodologies into workplace environments, fostering innovation and adaptability in educational practices. The article also highlights the challenges that hinder the full implementation of these methods, including cultural barriers, resource limitations, and policy gaps. Actionable solutions, such as infrastructure development, targeted training programs, and cultural shifts toward teamwork, are proposed. These insights aim to contribute to the ongoing educational reforms in Azerbaijan, providing a roadmap for fostering a more inclusive and effective learning ecosystem.
Eğitimde, geleneksel yöntemlerden öğrenci merkezli, teknoloji destekli ve yenilikçi stratejilere doğru önemli bir dönüşüm yaşanmaktadır. Dijital çağ, öğrencilerin bilgiye erişim ve öğrenme alışkanlıklarını değiştirmiş, onları bilgiye sadece pasif alıcılar değil, aktif üreticiler haline getirmiştir. Bu durum, öğretim yöntemlerinin yeniden yapılandırılmasını ve daha esnek, etkileşimli stratejilerin benimsenmesini gerektirmektedir. Yenilikçi öğretim stratejileri, eleştirel düşünme, problem çözme, yaratıcı düşünme ve iş birliği gibi 21. yüzyıl becerilerini geliştirme açısından önemli bir rol oynamaktadır. Ancak, bu stratejiler birçok eğitim sisteminde yeterince uygulanmamakta, bu da öğrenci motivasyonu ve başarıyı olumsuz etkilemektedir.
Bu çalışmanın amacı, yenilikçi öğretim stratejilerinin eğitimdeki etkinliğini ve öğrenci başarısı üzerindeki etkilerini incelemektir. Çalışma, farklı ülkelerdeki uygulamaları karşılaştırarak uluslararası başarı örneklerini ortaya koymayı ve öğretmenlerin bu stratejileri nasıl daha etkili şekilde entegre edebileceğini irdelemeyi hedeflemektedir. Ters-yüz sınıf, proje tabanlı öğrenme, oyun tabanlı öğrenme ve karma öğrenme gibi stratejiler, öğrenci ihtiyaçlarına göre kişiselleştirilmiş ve etkili öğrenme deneyimleri sunmaktadır.
Bu araştırma, yenilikçi stratejilerin yalnızca teorik değil, pratik boyutlarını da ele alarak öğretim süreçlerini iyileştirmeye yönelik somut öneriler sunmayı amaçlamaktadır. Yenilikçi yaklaşımların sadece öğrenci başarısını artırmakla kalmayıp, eğitimde sürdürülebilir ve anlamlı dönüşümler yaratma potansiyeline sahip olduğu vurgulanmaktadır.
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In education, a significant transformation is underway, shifting from traditional methods to student-centred, technology-supported, and innovative strategies. The digital age has reshaped how students access information and approach learning, turning them from passive recipients into active contributors. This shift necessitates a reconfiguration of teaching methods, favouring more flexible and interactive approaches. Innovative teaching strategies play a crucial role in fostering 21st-century skills such as critical thinking, problem-solving, creative thinking, and collaboration. However, these strategies are not widely adopted in many educational systems, which adversely impacts student motivation and success.
The aim of this study is to examine the effectiveness of innovative teaching strategies in education and their impact on student achievement. The study seeks to highlight international examples of success through a comparison of applications in different countries and to explore how teachers can more effectively integrate these strategies into their practices. Approaches such as flipped classrooms, project-based learning, game-based learning, and blended learning provide personalised and impactful learning experiences tailored to student needs.
This research aims to go beyond the theoretical underpinnings of innovative strategies by presenting practical insights into their application to enhance teaching processes. It emphasises that innovative approaches not only improve student achievement but also have the potential to create sustainable and meaningful transformations in education.
A proposal to revise the current CDIO syllabus introducing sustainable business ideas for innovation of the STEM projects mainly developed by the students in the engineering and technology departments. The proposed framework integrates CDIO principles with Scrum methodology, emphasizing a structured, agile approach to transitioning from conceptual design to scalable, real-world implementations. It incorporates risk management, key performance metrics, training, and stakeholder feedback to ensure adaptability, efficiency, and ethical compliance.
Objectives
This study aimed to explore the views and expectations of medical students and faculty members on blended learning following university-wide teaching reforms, focusing on its influence on self-directed learning (SDL) and educational effectiveness.
Design
A qualitative study employing grounded theory methodology with semistructured individual and group interviews.
Setting
A tertiary medical university after institution-wide educational reforms.
Participants
One administrator, 11 faculty members and 30 third-year preclinical medical students were recruited to participate in the study.
Results
The analysis of faculty and student perceptions yielded two core categories from faculty and three from students. Faculty highlighted the comparison between face-to-face and online instruction, emphasising the influence of students’ learning attitudes, SDL abilities, teachers' beliefs and teaching strategies on blended learning outcomes. Students shared their learning preferences and challenges with SDL, identifying learning attitudes, teaching management and learning methods as key factors impacting blended learning success.
Conclusions
The study highlights that teachers’ positive beliefs enhance blended learning success, while fostering students’ self-directed skills and learning attitudes, along with addressing challenges and needs, is key to effective strategies.
This study assesses the impact of Moodle AI-powered chatbots and metacognitive teaching approaches on the academic performance of tertiary Business education students. Using a quasi-experimental pre-test/post-test control design and Activity theory, 83 final-year Business education students were sampled from a total of 324. Data were collected using a Performance Ability Test (PAT) and analyzed with means and standard deviations. Results indicate that students taught with AI-powered chatbots showed significantly higher performance compared to those taught with metacognitive approaches. The study suggests integrating Moodle-powered AI chatbots into Business education to enhance teaching and learning effectiveness in Nigerian tertiary institutions.
Education in the 21st century is increasingly defined by the integration of digital tools and blended learning methods. This study explores the ongoing paradigm shift in learning among undergraduate students in West Bengal, focusing on its current impact on academic performance and student engagement. The primary objectives are to compare the academic performance of students using digital learning tools with those relying on traditional methods, and to evaluate the influence of blended learning on student engagement. A survey is conducted among 400 undergraduate students from diverse disciplines using a self-structured questionnaire. Data on learning methods, self-reported GPA, and student engagement are analysed using independent t-tests and Pearson correlation. The findings reveal a statistically significant difference in academic performance, with students using digital tools achieving higher GPAs (t = 3.75, p = 0.00019). Blended learning methods also result in significantly higher student engagement, though the correlation between engagement and learning methods is weak but significant (r = -0.11, p = 0.023). The study concludes that digital and blended learning methods currently have a positive impact on students’ academic success and engagement. However, challenges such as the digital divide and access to technology persist. Recommendations include expanding access to digital infrastructure and promoting blended learning as a standard educational model. Keywords: Digital tools, Blended learning, Academic performance, Student engagement
In this study, it was aimed to examine the e-Learning styles of the students of the Department of Coaching Education who continue their education in higher education, and to compare them according to gender, grade level and electronic device preferences preferred in e-Learning activities. The study group of this research, which was designed with the scanning technique, which is one of the
quantitative research methods, consisted of a total of 104 volunteer students from the 2nd, 3rd and 4th grades who continue their education in the fall semester of the 2024-2025 academic year in the Department of Coaching Education of the Faculty of Sports Sciences of Gümüşhane University. In the study, Personal Information Form and e-Learning Styles Scale developed by Gülbahar, Y. and Alper, A. (2014) were used to determine demographic information as data collection tools. The data
collection was carried out through Google Forms and descriptive statistics and comparative analyzes for the purposes of the research were made with the SPSS statistical package program (v25). According to the results of the research, it was determined that the dominant e-Learning style of preservice teachers continuing their education in higher education was the audiovisual learning style with
the highest average, while the least preferred style was logical learning. According to the gender variable, it was observed that there was a significant difference in the independent learning style of female students only (p<.05), and although the total score of the e-Learning styles of the 3rd and 4th grade students was higher than the 2nd grade students according to the grade levels (p>.05). In addition, according to the variable of electronic devices preferred in e-Learning environments, it was
concluded that students who used mobile phones or tablets in e-Learning activities had a statistically significant difference compared to students who preferred computers in independent learning style.
Keywords: E-Öğrenme, Learning style, Coaching, Student
Blended learning has become a mainstream educational activity that gives teachers the ability to flip classrooms, improve instruction, and empower student independent learning. However, flipping the class is not enough to support students' learning but through the design and implementation that accounts for a sufficient understanding of technology, content, and pedagogy. This study investigated 5 blended learning courses and 50 faculty assessed the school's support using quantitative and qualitative data and correlational methods of analysis. 126 students were asked about their satisfaction and quality of BL implementation. Majority of the implementers do not have a model to anchor in the BL implementation. Students evaluated BL courses somehow partially meet student satisfaction in terms of engagement, tools and information needed during the actual implementation compared to the expected practices students prefer. Thus, the result is a groundwork in designing the blended learning model to address blended learning gaps. The developed BL model includes the elements of college policy support and faculty support in the planning stage, student and faculty support in implementation stage, and student support and policy support in monitoring and evaluation stage. Researchers believe an overarching collaboration of the said elements will ensure quality student-centered blended learning implementation.
Salam Literasi,
Buku ini merupakan sebuah kompas yang membimbing pembaca melalui
lautan yang luas dan kompleks dari teknologi, informasi, komunikasi, dan
pendidikan. Dengan sub judul yang lugas, “Konsep Teori Dasar Teknologi,
Informasi, Komunikasi, dan Pendidikan yang Wajib Dikuasai oleh Calon
Pendidik,” buku ini memberikan peta jalan yang jelas bagi para calon pendidik
untuk memahami dan menguasai fondasi-fondasi penting dalam bidang yang
semakin berkembang ini.
Dalam era di mana teknologi telah meresap ke dalam setiap aspek kehidupan
kita, peran pendidik dalam mengadaptasi teknologi dalam proses pembelajaran
menjadi semakin krusial. Namun, untuk dapat melakukan hal ini dengan efektif,
calon pendidik haruslah memiliki pemahaman yang kuat tentang konsep-konsep
dasar dalam teknologi, informasi, komunikasi, dan pendidikan. Inilah tujuan
utama dari buku ini.
Buku ini tidak hanya menawarkan penjelasan teoritis yang mendalam, tetapi
juga memberikan contoh-contoh praktis dan aplikasi dalam dunia nyata. Dengan
memadukan teori dengan praktik, pembaca akan dipandu melalui serangkaian
topik yang mencakup segala sesuatu mulai dari definisi dasar hingga implikasi
praktisnya dalam konteks pendidikan.
This case study describes how blended learning methods can be applied in the recognition of prior learning (RPL) for non-formal and informal language and communication proficiency at a Finnish university. As a unique element in global higher education, all Finnish higher education degrees have compulsory language and communication requirements, and therefore RPL options are also available. Methods and arrangements for RPL should be suitable to and supportive of the learning needs of today’s students, and this encourages the use of modern technology and blended learning for RPL assessment. RPL examinations were changed from traditional classroom examinations to blended learning examinations. The transition changed the examinations organised on campus with a pen-to-paper written part and a face-to-face oral part, available only at a particular time and location, to a more flexible, blended and digitalised form using an electronic examination system and videoconferencing. This introduction of blended learning methods was supported by the corresponding formal learning courses already being offered as blended learning and it also aimed to support the heterogenous student population who sought more convenience and flexibility for the RPL process. The use of this blended learning in the assessment and validation of non-formal and informal learning can be regarded as a means to enhance the quality assurance of RPL as mandated by educational systems and institutions in the European Higher Education Area. The recognition and validation processes within RPL aim to support students by offering adaptable study methods, minimising duplicate education, and enhancing opportunities for both national and international mobility. This case study indicates that an RPL exemption examination system, with a modernised and digitally enhanced blended learning approach, can be an effective means of evaluating students’ non-formal and informal learning.
This chapter presents a case study of a Singaporean polytechnic’s phased transition to blended learning, through the Online Learning Initiative (OLi). It explores the role of collaborative leadership, compulsory prototype-focused professional development, peer coaching, and strategic communication in driving this change. The narrative of lecturers’ experiences highlights the importance of non-evaluative phases and design thinking in promoting experimentation and innovation in blended learning. The outcomes indicate successful adoption of blended learning, increased lecturer confidence in technology use and benefits for student learning. The study emphasizes that a one-size-fits-all approach to implementing blended learning is ineffective. It provides valuable insights for institutions navigating the shift to a necessarily blended learning environment post-COVID-19.
This chapter explores the transformative potential of an adaptive learning ecosystem (ALE) in higher education. It examines the integration of personalized learning paths, cutting-edge technology, collaborative learning environments, skill development, innovative assessment methods, and supportive educational environments. Through case studies and theoretical analysis, the chapter provides a roadmap for institutions aiming to implement ALE, highlighting best practices, challenges, and future directions.
During the last ten-year period, the focus of teaching and learning approaches at Al-Quds Open University (QOU) at Palestine has shifted from face-to-face with minimal use of technology-enhanced learning to blended learning (BL) with maximal use of technologies. QOU had its own plan that promotes the use of technologies and blended-learning models in order to improve educational outcomes. Much research on innovative BL and its design complexity indicated the importance of studying this matter with great care. In practice QOU, teachers and administrators have used the technologies in an immature way; hence, there is a need to rethink how to use technologies in a more informed way. Based on the teachers' perspectives this study investigates how teachers have used technologies in order to provide QOU with a set of guidelines on how the design of BL could be used to enhance the teaching and learning quality. The study is located within the broader context of social practice theory that explores the use of social practice theory to generate conceptualizations of emergent social patterns in research data. Beside the basic research methodology, this study uses interviews, focus groups and observation methods to produce the results. The study results provide empirical evidence of the significance of the BL design to help teachers in the context of their everyday teaching practice, and to enhance students' learning and their collaboration with peers in the context of an online social community supported by a teacher capable in virtual moderation as well as face-to-face teaching. This study has shown a number of important design considerations, including flexibility in the design, taking into account the needs of both teachers and students, interaction, cost effective, training of staff and students, and continuous technical support.
Article Info Introduction: Nowadays, our education system faces tangible multiplicity and issues, including the inadequacy of communication skills. Therefore, the purpose of this study was to investigate the effect of compound learning and self-directed methodology on language learning and the development of communication skills of bilingual students of pre-schools. Method: A quasi-experimental method was used for pre-test and post-test design. The statistical population of the study consisted of 5-year-old bilingual students from pre-schools in Karaj. Of the 50 preschool and kindergartens, Golbarg kindergarten, which has the most bilingual students, was selected. In this way, 36 bilingual learners were selected and randomly divided into three groups of 12 people. Then, on each group the traditional, compound and self-directed method was performed randomly. The tool used included researcher-made language learning and communication skills. The validity of the questionnaires was assessed by professors of speech therapists and experts. After completing the necessary amendments on questionnaires, the questionnaires were approved. The reliability of the questionnaires was 0.81 and 0.83 using Alpha-Cronbach's coefficient. The data were analyzed using descriptive statistics (mean and standard deviation) and inferential statistics (covariance analysis (repeated measure)) using SPSS statistical software. Result: According to the findings, compound, self-directed and traditional methods have a significant effect on language learning and communication skills of students. Conclusion: The results of this study indicated that the compound learning method has more effect on bilingual learners' language learning than traditional and self-directed learning methods. And self-directed learning method has a significant effect on the learner's communication skills of bilingual students in comparison with the compound and traditional method
This article describes an institutional course redesign initiative in terms of leadership, support, and preliminary findings, based on the Inquiry Through Blended Learning (ITBL) program created to support faculty engaging in blended course redesign. Garrison, Anderson, and Archer’s (2000) Community of Inquiry framework has been adapted to a blended environment in order to provide faculty participants with opportunities to discuss and reflect on key redesign questions, explore and experience blended learning from a student perspective, and implement and evaluate their own course redesigns. This article describes the inquiry process and the preliminary lessons learned from the implementation of the ITBL program.
This study focuses on understanding the social and teaching presence required to create a blended faculty development community of inquiry. Garrison, Anderson and Archer’s community of inquiry framework was used to analyze transcripts from the face-to-face and online sessions of a faculty learning community focused on blended learning course redesign. All three categories of social and teaching presence were detected in both forms of transcripts. The pattern of social comments changed considerably over time within the online discussion forum. The frequency of comments reflecting affective and open communication decreased while those with group cohesion increased dramatically. A similar trend was not observed within the face-to-face transcripts. In terms of teaching presence, the percentage of comments coded for design & organization and facilitating discourse decreased over time in both the face-to-face and online transcripts while comments containing an element of direct instruction increased considerably.
Reflective thinking is important to young adolescents as they develop their thinking skills. Various instructional methods have been recommended to support reflective thinking, yet the nature of the underlying factors of these methods is unclear. Exploratory factor analysis was used to determine the factors prompting reflective thinking. Results of this study suggest that young students perceived three clusters of methods as supporting their reflection: reflective learning environments, reflective teaching methods, and reflective scaffolding tools. A one-way within subjects ANOVA showed that the most helpful factor was the reflective learning environment, with the most helpful elements being freedom and collaboration. Students' perceptions of concept- mapping and reflective-question prompts were found to differ significantly across gender. Recommendations are provided for designing learning environments that prompt reflective thinking.
This paper uses the community of inquiry model to describe the principles of collaboration. The principles describe social and cognitive presence issues associated with the three functions of teaching presence—design, facilitation and direction. Guidelines are discussed for each of the principles.
This longitudinal study evaluated the amount and type of interaction and interpersonal content in messages posted by online graduate students in small group asynchronous forums. It also assessed the relationship between interpersonality and interactivity. To achieve this, a new coding scheme was developed to categorize the content of online forums. The results suggest that cultivating interpersonality online leads to increased participation and expands the depth of discussion, thus facilitating online collective knowledge building. Finally, regulating the complexity of interactions and fostering the development of a cohesive group of participants through increased interpersonal exchanges may render more controlled patterns of interactive online behavior and improve collective learning.
Reports on a study that utilized surveys, interviews, and a modified focus group to examine the perceptions of graduate students regarding the effectiveness of computer-conferencing communication on higher-order learning. Recommendations for effective computer conferencing are included that address organization of content, small-group interaction, moderation and direction, and the importance of previous face-to-face interaction. (AEF)
This paper examines issues of pedagogy, faculty development, student satisfaction, and reported learning in the State University of New York (SUNY) Learning Network (SLN). Beginning with an overview of the SLN program, we provide a conceptual framework for our current research on higher education, online learning environments. This framework attempts to integrate research on how people learn [1], with best practices in higher education [2] and recent research on learning in asynchronous higher education environments [3]. In previous studies we have presented evidence to suggest that student-faculty and student-student interaction are among the set of variables most strongly correlated with student satisfaction and reported learning. [4], [5], [6] In the present study, focusing on one aspect of our emergent model, we look at interaction more deeply, building upon the work of Anderson et al. [3] to examine the kinds of activities that comprise and sustain productive interaction. These researchers have investigated and described interactions that occur in asynchronous online learning environments that sustain knowledge building and identify online behaviors and processes that approximate (or perhaps improve upon) those that occur in face-to-face settings. We look at one aspect of their work - “teaching presence” and present results of a pilot study to assess students’ perceptions of this constellation of online faculty behaviors. We also examine the components of teaching presence that correlate most highly with student satisfaction and reported learning.
This study explored the professional development experiences of 28 practicing teachers in 10 Chicago suburban schools involved in a two-year technology supported Problem-Based Learning curriculum development effort. Asynchronous computer-mediated communications (CMC) were featured as teacher communication tools of the project. The computer-mediated discourse produced by the teachers was compared with the discourse produced by teachers in face-to-face meetings. Research methods including discourse analysis and archival data analysis were applied to determine the nature of the teacher discourse and its reflective content. The results show that while the computer-mediated teacher dialogue was less interactive, it was significantly more reflective (t=4.14, p=.001) than face-to-face discourse. The study findings suggest that the value of CMC lies in its ability to facilitate professional collaboration between teachers and encourage critical reflection on educational policy and practice. 284 Hawkes and Romiszowski Computer-mediated communication (CMC) presents teachers with new opportunities for communication. Though the use of CMC suggests more convenient access to professional colleagues, it does not ensure professional growth and learning experiences. The purpose of this study was to determine if and how critical reflection—as a meaningful professional development objective—arises from computer-mediated collaborative dialogue. This research begins by examining the role of collaboration and dialogue in teacher learning. Applications of CMC for teacher development are reviewed followed by a description of the study context. The results of the research are presented followed by a discussion of network technology’s capacity for facilitating new conceptions of in-service teacher development, and engaging professionals in an analysis of practice that is both contextually relevant and informed by the experiences of peers.
The purpose of this study is to validate an instrument to study role adjustment of students new to an online community of inquiry. The community of inquiry conceptual model for online learning was used to shape this research and identify the core elements and conditions associated with role adjustment to online learning (Garrison, Anderson and Archer, 2000). Through a factor analytic process it is shown that the instrument did reflect the theoretical model. It was also useful in refining the items for the questionnaire. The instrument is for use in future research designed to measure and understand student role adjustment in online learning.
A primary objective of graduate education, and often promoted by peer collaboration tasks, is the development of critical thinking skills. The present study compares how graduate students enrolled in a qualitative research design course in applied linguistics utilized asynchronous computer-mediated communication (ACMC) and face-to-face interactions to critique field-specific research, to design and conduct their own research projects, and to engage in professional discourse in and out of class. The analyses reveal that 1) it was impossible to measure the development of critical thinking skills within one semester, and 2) rather than ACMC serving as a spring-board for such development prior to or in collaboration with classroom exchanges, ACMC and face-to-face interactions served different social and intellectual purposes in the process of practicing critical thinking skills. While face-to-face exchanges were preferred when discussing previous research, only in the ACMC context were students willing to critique each other’s work.
This paper reports on a study involving the development and application of an instrument to identify and measure ill-structured problem formulation and resolution (PFR) in online asynchronous discussions (OADs). The instrument was developed by first determining PFR processes relevant to ill-structured problems in professional practice. The processes were derived from a conceptual framework. Further refinement of the instrument was achieved by the addition of indicators of processes. These indicators are derived through application of the instrument to an actual discussion in which the processes are operationalized. Results of the application of the instrument indicated that participants engaged more in problem resolution than in problem formulation. The instrument can be further developed and refined through its application in other contexts by researchers or practitioners interested in the design and use of OADs.
Faculty development is designed to forestall faculty obsolescence, but determining how to provide for the developmental needs of a diverse faculty is problematic. At the University of Cincinnati a Faculty Development Program was organized around competitive proposals and university institutes.The developmental grant proposals were for individual faculty, groups of faculty, and departments and also provided funds for institutes for collaborative groups of faculty who had shared developmental needs and goals. More than 800 faculty members (42% of the total faculty) applied for these funds over a three-year period. Nearly 400 faculty were funded.The question remaining, following this initial cycle, was ``Did this support for faculty development make a significant difference in the way learning, scholarship, and research was conducted?'' To better ascertain the extent of the project's influence on the institution, a survey was distributed to all 1,925 faculty at the university -- regardless of whether or not they received support. The returns of the survey were sufficient to allow for an analysis.The results held both anticipated results (e.g., upgraded skills and increased use of technology) and unexpected results (e.g., cooperation among faculty from diverse disciplines and multiplier effects on scope and nature of the projects). The results of the survey, regarding the Faculty Development Program's impact, clearly show that it has changed the way interdisciplinary faculty collaborate and it has significantly facilitated the ability of faculty to address specific developmental needs.
This article presents the results of an exploratory study of community college faculty development activities. The purpose of the study was to determine if community colleges evaluate faculty development efforts and use the results to shape a coherent faculty development plan that supports the mission of the institution. The community colleges in this study clearly relied on traditional approaches to faculty development and made minimal efforts at evaluation, preferring to rely on untested assumptions and past practices. Their efforts tend to be unfocused, with little or no attempt to deliberately connect activites to the institutional strategic plan.
With increasing calls for accountability coupled with shrinking resources, it becomes imperative that community colleges demonstrate that they wisely use their resources to impact the mission of the institutions. This means that community colleges must develop focused faculty development programs that have clear and distinct goals that are intended to improve classroom learning and teaching.
This essay examines critically the conceptual and normative underpinnings of various views about educational quality, emphasizing the centrality of different assumptions about educational aims. Two distinctions play a key role in the first part of the paper: that between transcendent justifications of educational aims, versus socio-cultural reproduction justifications—and that between what I call “strong teleological” and “weaker teleological” views of educational aims themselves. Most contemporary views of educational aims can be situated within these cross-cutting frameworks. I then move on to criticisms of the idea of educational aims, and suggest that while they may appear to be anti-teleological, they actually express their own implicit teleologies. But they do indicate some problems with teleological models of educational aims, which I explore at further length. I conclude with a proposal about a different way of thinking about teleology, and argue for the importance of an educational aim that includes the capacity to reflect upon and question the aims and purposes of education itself.
Presents a process-based framework for evaluating students' efforts in online discussion. Delineates criteria for evaluating students' contributions to an online discussion and describes processes for implementing student-centered evaluations and professor-centered evaluations. Offers implications for future theoretical and empirical endeavors. (AEF)
To bridge the technology cultural gap between many faculty and administrators and the youngest generation of college students, this author, a recent graduate, reveals what being a "Net Gener" really means and how that can translate to the classroom. She discusses what she considers the basic principles that guide the Net Generation: (1) Interaction; (2) Exploration; (3) Relevancy; (4) Multimedia; (5) Instruction; (6) IT Code of Conduct; and (7) Classroom Etiquette.
Our pervasive adoption of CMC in higher education has far outpaced our understanding of the nature of CMC and, accordingly, how this medium should best be used to promote higher‐order learning (Garrison, Anderson, & Archer, American Journal of Distance Education, 15(1), 7–23, 2001). Therefore, this study examined the relationship between peer interaction and learning outcomes by creating and testing through structural equation modeling a model of five variables—learner characteristics measured by self‐construal, perceived teaching style, task design, course requirements, and prior CMC experience—that influence self‐reported peer interaction and self‐reported learning outcomes. The results showed that perceived teaching style had a small direct effect (0.23) and prior CMC experience had a moderate direct effect (0.31) on self‐reported peer interaction; self‐reported peer interaction had a strong direct effect (0.66) on self‐reported learning outcomes.
This paper reports a study in which a form of online problem based learning was employed with a group of on campus students in an undergraduate university course. The paper explores the practical issues associated with teaching and learning in this fashion and describes the responses and perceptions of the learners. In the main, the students responded very positively to the changed learning environment despite the fact that it caused them to spend more time in these courses doing different things to which they were accustomed. In particular the students' perceived that the various problem based activities contributed substantially to their learning and enjoyment in the course. The results do, however, suggest some caution is necessary in the use of this approach. While the environment seems readily transferable to flexible and open learning settings, the students frequently indicated that they valued the input of the teacher and saw this component as a valuable part of teaching and learning. The results suggest the need to remember the important place of the teacher in any learning process and the need to ensure students have adequate access to, and lines of, communication with their teachers.
Ten students in a graduate-level course on Historical and Policy Perspectives in Higher Education held face-to-face and online discussions on five controversial topics: diversity, academic freedom, political tolerance, affirmative action, and gender. Upon completion of each discussion, they assessed their comfort, honesty, concern for others’ feelings, similarity of feelings to others, and willingness to disagree and then compared the face-to-face and online discussions on these measures. Students’ assessments are complex and indicate that some topics did elicit feelings of discomfort, concern for others’ feelings, and willingness to disagree in the face-to-face discussions. However, despite these feelings, the majority of students continued to prefer the face-to-face discussions. Online discussions were valued to a lesser extent, but a consistent minority of students were more comfortable in that setting. The age and race of the student also created differences in responses.
This research investigates the effects of knowledge construction and group collaboration in outcomes of MBA courses entirely delivered on the web. The data comes from a sample of courses conducted from summer 2000 through summer 2002. The results indicate that students achieve higher perceptions of learning in courses where knowledge is transmitted through the system, as opposed to constructed by the students, and when students are engaged in collaborative assignments. In terms of final grades, our findings show that the absence of both factors (knowledge construction and group collaboration) has a detrimental effect on student performance. Students earn on average better grades in courses where either one of these factors is present. Contrary to our expectations, the presence of both factors does not have positive synergistic effects on student performance. These findings suggest that the success of web-based courses entirely delivered online depends upon providing collaborative learning activities, and/or challenging environments where the students are responsible for the creation of their own knowledge.
While much research has shown that asynchronous learning networks (ALNs) can produce learning equivalent to face-to-face (FTF) classrooms, there has been little research that explicitly explores similarities and differences between the learning processes that occur in ALN and FTF activities. This study used a content analytic framework (derived primarily from previous work of Anderson, Archer, Garrison, and Rourke) to analyze transcripts from eight case study discussions, four FTF and four ALN. While previous authors developed a model that studies cognitive, social, and teaching processes in ALN discussions, the current scheme also considers characteristics of the discourse process. The findings provide evidence that ALNs generate high levels of cognitive activity, at least equal to, and in some cases superior to, the cognitive processes in the FTF classroom. The findings also suggest that students assume some aspects of the teacher's role in ALNs, and that student-to-student interactions contain a greater proportion of high-level cognitive indicators than do student-to-teacher interactions.
Exemplary Online Educators: Creating a Community of Inquiry Associate Professor Beth PERRY RN, PhD Centre for Nursing and Health Studies,Athabasca University - CANADA Associate Professor Margaret EDWARDS RN, PhDCentre for Nursing and Health Studies,Athabasca University - CANADA ABSTRACT As more university courses are offered online educators have much to learn regarding how to use this technology to facilitate effective learning. Some educators have mastered online teaching and are regarded by their students as highly effective. Researchers in this study consulted graduate students who had completed their degrees by online distance learning and asked them describe what they found made certain professors exemplary. Findings reveal that highly effective online instructors challenge and affirm learners. As well, the exemplary online educators establish a clear presence in the virtual classroom and are regarded by students as persons of influence. When the Community of Inquiry ( Garrison, Anderson, & Archer, n.d.) model is used to situate the findings, elements of social, cognitive and teaching presence are evident in the approaches used by exemplary online educators. These study results have implications for the recruitment and selection of new faculty members and for the ongoing coaching and development of current faculty with the overall goal of enhanced quality of online education.