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Student Engagement in Blended Learning Environments with Lecture-Based and Problem-Based Instructional Approaches
Abstract
This study investigates how blending of different instructional approaches with technology affects students' engagement. A computer networks course was designed and implemented for the first eight weeks of the semester as a lecture-based blended learning environment and for the second eight weeks of the semester as a problem-based blended learning environment. A single group repeated measures research design was carriedout to understand if there are significant differences in measures of student engagement between these two blended learning approaches. Repeated measure ANOVA analysis on the data collected from 89 students revealed that Active Learning and Total Time on Task indicators of student engagement were significantly higher in the problem-based part of the course. Interaction and Level of Academic Challenge components and course satisfaction did not show any significant differences between the two parts. Regression analysis showed that the difference in Active Learning is not due to student individual differences but rather the learning environment provided in the problem-based blended learning. © International Forum of Educational Technology & Society (IFETS).
... Face-toface learning at schools must be 50% of the number of students per class with health protocol and the remaining amount conducts online learning. It will make decrease students' enjoyment from schooling in secondary/high education and higher education context have drawn attention to the concept of students' engagement (Delialioğlu, 2012). Students' engagement is very important in learning activities. ...
... One of them is new learning environments called blended learning which is the combination of face-to-face and online learning environments. It is line with combining face-to-face and online learning environments have potential to provide a learning environment where students' engagement opportunities are more than using only one type of learning environment (Delialioğlu, 2012). ...
... This study used a mixed methodology approach. Next studies from Delialioğlu (2012) showed the result that the difference in Active Learning was not due to student individual differences but rather the learning environment provided in the problem-based blended learning. This study repeated measure ANOVA analysis to analysis data collection. ...
In this pandemic era, blended learning model applied in school one of them in teaching EFL. Blended learning is a relatively new field that combines traditional teaching approaches with online learning. Other than that, students’ engagement is a key aspect in the improvement of getting to know in classroom. The purpose of this research is to find out students’ engagement in blended learning in EFL reading classroom from the teacher's point of view. This research guided by qualitative research approach with case study design. This research was conducted at one of junior high school in Garut. The participants in this research are three English teachers from that school. The data was collected through face-to-face and online interviews. To analyze the data of this research, researcher used inductive analysis data. The findings of this research based on teachers’ perception from participants are behavioral engagement of students in blended learning in EFL reading classroom have the same position between offline and online learning in classroom. Cognitive engagement of students in blended learning in EFL reading classroom more positive when offline learning than when online learning. Emotional engagement of students in blended learning in EFL reading classroom more positive when offline learning than when online learning. It means that in blended learning, student involvement is more likely to look good or positive during offline learning compared to online learning.
... Méndez and González (2010) found that blended learning is beneficial in terms of student learning and results. Blended learning is an extremely successful approach when implemented in large-scale classrooms due to its mutual engagement (Delialioğlu, 2012;Halverson & Graham, 2019). Therefore, institutions and teachers ought to create a blended learning environment that assists learners in actively participating in blended learning programmes. ...
... According to researchers, the blended learning context holds great potential for improving student education and teacher pedagogy. (Delialioğlu, 2012;Wang, 2011), thus, providing advantages such as student engagement, personalised learning, collaboration and better communication and improved efficiency (Delialioğlu, 2012;Halverson et al., 2012). Teacher educators therefore ought to rethink their instructional delivery approach and create a blended learning environment to offer students these opportunities for learning. ...
... According to researchers, the blended learning context holds great potential for improving student education and teacher pedagogy. (Delialioğlu, 2012;Wang, 2011), thus, providing advantages such as student engagement, personalised learning, collaboration and better communication and improved efficiency (Delialioğlu, 2012;Halverson et al., 2012). Teacher educators therefore ought to rethink their instructional delivery approach and create a blended learning environment to offer students these opportunities for learning. ...
... Safar and Alkhezzi's (2013) research found that a blended approach to learning -one that uses both DT integration with traditional learning methods -with constructivist foundations, created students who were more motivated and gained better grades. These findings were also in-line with several other research projects (Abdel-Maksoud, 2019; Ahmad, Shafie, & Janier, 2008;Delialioglu, 2012;Dewiyani Sunarto, Hariadi, Jatmiko & Sudarmaningtyas, 2019;Hadiyanto, 2019). Others advocate for a learning-focused paradigm which meets educational needs through individualisation rather than the current homogenised model of education (Reigeluth & Joseph, 2002). ...
... Students' motivation can play an important role in their education and be a large factor in students' outcomes (Côté & Levine, 2000). Several studies have found that DT, particularly when used in a blended learning approach, has increased students' motivation and subsequent grades (Ahmad, et al., 2008;Abdel-Maksoud, 2019;Delialioglu, 2012;Dewiyani Sunarto, et al., 2019;Hadiyanto, 2019). Through DT, teachers can adapt a more constructivist pedagogy, and allow students greater ownership and autonomy of their learning and subsequent motivation (Yu, Niemi & Mason, 2019). ...
... Examining the technology revolution and how DT is embedded into our schools through effective integration, DTC, DT pedagogies and models of DT integration have been identified. Although complex, studies have found positive correlations between DT and student outcomes (Abdel-Maksoud, 2019; Ahmad, et al., 2008;Delialioglu, 2012;Dewiyani Sunarto, et al., 2019;Hadiyanto, 2019;Machin, McNally, & Silva, 2006;Noeth & Volkov, 2004). Affordances; including both capabilities and restrictions of DT have been considered. ...
Over the last century, digital technology (DT) has revolutionized our world. A digital revolution has taken hold; reshaping industries and schools, and making information, games and tools more accessible. Digital technology now has a steadfast place in our society and is changing the way we work and live. Subsequently, governments around the world are realising the benefit of digital technology and the need to incorporate it into educational curricula. In 2020, new digital technology components (DTC) became a mandatory part of the New Zealand Curriculum technology subject area. DTC aim to create students who are not just passive users of technology, but instead students who are digital creators and understand how computers work. DTC aim to teach skills that could be considered essential in the twenty-first century, such as deeper understanding of technology, problem solving and the processes involved (TKI, n.d.b). This research investigated teachers' adoption of DTC. Scrutinizing how DTC can be effectively integrated, the main affordances for implementation and what teachers' capabilities enable them to do. Adopting DTC was challenging for schools, as the new components encompass skills that are currently beyond many teachers' understanding of digital technologies. Therefore, the implementation of DTC can be problematic, needing to be scrutinized and unpacked by teachers as they work out how, when and where it will best fit and be integrated into existing classroom practices. A qualitative approach to the research was adopted in this study as highly skilled teachers could struggle with DTC implementation. DTC recent establishment meant it introduced new concepts to teachers and schools and therefore a qualitative approach allowed participants to partake no matter what their current knowledge or experience of DTC. Participatory Action Research (PAR) was selected as the most appropriate research methodological approach. This approach enabled the teachers to have ownership and create lasting change, as teachers took on the role of co-researchers. The researcher also intended that participants would gain from the iii research, as they developed their knowledge of DTC during their personal journeys of adoption and implementation. The research found there were several problems in adopting DTC. Teachers articulated that professional learning development (PLD) and integration of DTC was unclear, misinterpreted and insufficient. Additionally, it was identified that teachers' confidence played an important role in DTC implementation. However, through suitable professional development sessions and successful integration teachers could build confidence and subsequently overcome several of the negative affordances associated with DTC adoption. The agenda for completing this research lay within a belief that ICT is valuable to educational outcomes, that it should be utilised to benefit the next generation, enhancing their learning, abilities and subsequent employment opportunities. Assisting teachers in their adoption of this new curriculum and anticipating that schools and policy makers might take note of these findings is the main rationale for the research. iv
... Wholesome student engagement therefore goes beyond just student involvement and participation, but also includes students' affections and cognition. Student engagement has been observed to increase when students are exposed to technology aided learning (Nehme, Seakhoa-King, & Ali, 2015;Siraj & Maskari, 2018) as well as by teachers making use of instructional design strategies as well as learning and teaching approaches that respond to the students' emotional, cognitive and behavioural aspects (Chiu, 2021;Delialioǧlu, 2012;Siraj & Maskari, 2018), especially tasks that elicit active and collaborative learning. Delialioǧlu (2012) observed that, …problem-based blended learning environment has more power to engage students with meaningful learning activities; therefore, using this learning approach will increase students' engagement with meaningful academic activities. ...
... Student engagement has been observed to increase when students are exposed to technology aided learning (Nehme, Seakhoa-King, & Ali, 2015;Siraj & Maskari, 2018) as well as by teachers making use of instructional design strategies as well as learning and teaching approaches that respond to the students' emotional, cognitive and behavioural aspects (Chiu, 2021;Delialioǧlu, 2012;Siraj & Maskari, 2018), especially tasks that elicit active and collaborative learning. Delialioǧlu (2012) observed that, …problem-based blended learning environment has more power to engage students with meaningful learning activities; therefore, using this learning approach will increase students' engagement with meaningful academic activities. Second, regardless of students' individual factors, all students engage with academically meaningful activities equally well in the problem-based environment (p. ...
... For example, a theoretical explanation of an otherwise practical-based concept (e.g., Sanger sequencing) is usually complemented by playing videos from JoVE Science Education or JoVE Lab Manual, and indeed sometimes YouTube, for visually and auditory emphasising the concept in an online class. This has been reported to cater to students' diverse learning styles (Delialioǧlu, 2012;Sahni, 2019). It has been observed that, almost always, students appreciate the use of technology in making audio-visual presentations of theoretical concepts that they have always found difficult to understand without technology. ...
Purpose: This study reflects on three technology integration strategies for enhanced student engagement, namely; keeping the learning social, keeping the learning authentic, and ensuring that the technology adds value to learning. Methodology: The study employed a student technology profiling survey involving 3rd Year Cell Molecular Biology, Microbiology and Genetics students at the University of Namibia in 2021. The survey used a Google Document whose link was distributed to students through class WhatsApp group. Further, literature is reviewed on student engagement, and blended learning. The data was qualitatively presented using graphs. Findings: The study revealed that keeping the learning social ensures learning from sociocultural perspectives, and allows for social constructivist methods of learning while the adoption of authentic learning as a pedagogical model can help to better prepare students for professional practice. Teachers can ensure that technology integration adds value by using instructional strategies that stimulate students into engaging with higher-level cognitive skills and differentiated learning. The study found that based on the nature of the course under review, we identified the Flipped Classroom model and the Enriched-Virtual model is most appropriate blended learning modes for full-time students and distance students, respectively. Unique contribution to theory, practice and policy: It is recommended that higher education institutions should consider redesigning their curriculum policies in order to integrate blended learning in all their courses in order to improve the quality of education, enhance student learning and engagement, as well as overall quality of the university graduates.
... The level of academic challenge is defined depending on seven principal theories [8] as having a potential of challenge in terms of the difficulty of the learning activities. It also refers to how hard students worked to complete their activities [16]. ...
... JAUES. 16.61.2021 ...
... JAUES. 16.61.2021 The level of student engagement is the function of the type of activity presented to the student. ...
... relationships with students, and providing support and cooperation in the classroom and school. According to Delialioğlu (2012), designing and using various learning resources and a good learning system will improve learning and student development. However, based on the findings above, the lack of learning resources makes students unmotivated and decreases the learning system. ...
... Thus, these findings are not in line with Code et al. (2020), which states that technol- On the other hand, students do not understand how to use technology to support online learning. Therefore, in line with Delialioğlu (2012) that the process of designing and using a learning system is very important. Thus, this research offers a learning system that is tailored to the characteristics and needs of the Medical Laboratory Technology Study Program students. ...
... Thus, this research offers a learning system that is tailored to the characteristics and needs of the Medical Laboratory Technology Study Program students. Delialioğlu's (2012) results do not significantly explain a learning system that can improve student learning outcomes. Therefore, this study shows that blended learning is one way to improve students' understanding of the laboratory quality control course. ...
This study aims to describe blended learning in the new normal era in vocational schools of health. Vocational education contributes to preparing skilled workforce graduates. Therefore, vocational education must prepare the learning process based on the conditions and needs of students. The research method used was a qualitative approach. A case study was conducted to empirically investigate the phenomenon of the learning process in the new normal era through blended learning. This study collaborated with 96 fourth-semester students and 92 sixth-semester students at the Medical Laboratory Technology Study Program in Associate Degree of Health Polytechnic Ministry of Health Manado. The study results showed that during Covid-19, students could not practice directly in the laboratory freely, so it was difficult to apply the required course applications in the form of practice. Although out of 188 students, only 110 students often use smartphones in the blended learning process. Students experience the most serious difficulty in understanding and practicing laboratory quality control courses with a percentage of 38.6%. Therefore, laboratory quality control is considered in terms of student responses to difficult subjects to understand during the online learning process. So that further research is needed in developing a learning system that can increase student learning motivation. Not only up to motivation, but students also have to understand how to use technology well.
... Active and cooperative learning positively impacts students' personal and social development, effort, competence, and engagement (Delialioglu, 2012;Zhao & Kuh, 2004), though it is often underused (Scager et al., 2012ss of just forming groups and introducing activities is not enough to generate better learning and motivation. Students are often reluctant to engage in collaborative learning activities because of the risk of "free riders," logistical issues, or interpersonal conflicts (Livingstone & Lynch, 2002). ...
... As discussed above, challenging intellectual and creative work with a higher level of complexity and learning are critical factors influencing student engagement. Furthermore, active and cooperative learning play a positive role in enabling student's personal and social development, as well as competence and engagement level (Delialioglu, 2012;Zhao & Kuh, 2004). The way that dispersed assessment was designed in this module facilitated students' active involvement in enriching educational experiences, without imposing additional workload for students or staff. ...
The Covid-19 pandemic and the subsequent need to shift between face-to-face, online, and blended learning caused considerable disruption to student engagement and the workload of academics. Drawing on a Brand Management course (final year undergraduate) in a UK university, this study discusses the students’ perception of, and reflection on, a novel method of assessment that we have termed dispersed assessment. This is defined as multiple credit-bearing tasks that are spread throughout the teaching period, are related to taught learning materials and sessions, assist in completing a related final assessment task, and are evidenced in the submission of the final task to limit additional burden on students and markers. Based on scholarly work on assessment and student engagement, we used Leximancer-assisted thematic analysis to examine the data from three focus groups and students’ written reflections (n=99). Findings show that dispersed assessment significantly enhanced student engagement, without overburdening students or increasing the marking workload. This novel method of assessment helped nurture learning communities, increase motivation, and reduce procrastination. Regarding policy, we recommend the implementation of dispersed assessment to encourage active and continuous student engagement and improve student experience. Practical examples are offered for the implementation of dispersed assessment using VLE technologies.
... Learning-centred environments also promote engagement and are similar, but specify student responsibility in their learning (Doyle, 2008). Working in problem-based learning environments also fosters student engagement (Delialioglu, 2012) and the use of multimedia and technologies seems to support active learning (Schrand, 2008). ...
... Degree of personal skill in the assignment varied but allowing multiple artifact formats permitted students to showcase their skills in a professional, academic setting (Goal 5: Professional Development). Part of student engagement involves meaningful academic activities and pursuits (Delialioglu, 2012) and students find intrinsic value in their academics when they perceive personal relevance and importance in the work (Miller & Brickman, 2004). The fact that the final product could potentially be used to advance their careers and professional development (Goal 5) seems to have increased personal relevance and subsequent engagement. ...
Knowledge translation (KT) is key to the scientific process, yet academic work produced often does not reach the public. In this article a unique undergraduate KT term assignment is presented where students summarize a large body of research into an artifact for public use. This assignment model may increase student engagement and learning outcomes while filling the knowledge-to-action translation gap. The option dovetails students’ and employers’ need for demonstrative performance prior to hiring, the academic push for publicly and freely available scientific knowledge (e.g., open access), and challenges involved with engagement with advanced material in both in-person and remote environments. The assignment is presented in the context of benefitting effective KT and enhancing open access to information; it is then analyzed using the American Psychological Association’s (APA) goals for undergraduates alongside Bloom’s Taxonomy of Learning. Various APA goals accomplished through the assignment, benefits, limitations, and future directions are highlighted.
... "Blended instruction offers an active learning environment with flexibility in using resources for the students and provides more time for faculty members to spend with learners in small groups or even individually" (Oh & Park, 2009). The reviews of Delialioglu (2011) and Eshreteh and Hisham Siaj (2017) state the significance and educational relevance of blended learning. Jaleel and Premachandran (2016) in their research define metacognitive strategy as "thinking about one's thinking". ...
... The following review discusses the significance of blended learning in the ELT classroom. Delialioglu (2011) in his article designed a computer network course and employed it as a "lecture-based blended learning environment" and as a "problem-based blended learning environment' to teach language in a blended learning classroom. Students' involvement, active learning, student interaction, academic challenge level, time on task, and course satisfaction were all dependent factors. ...
Blended learning was considered to be an effective approach to language learning in various fields as it significantly increases the learner's autonomy, engagement, curiosity, and effective comprehension. In the past years, various experimental studies have been carried out to examine the positive outcome of blended learning among English language learners. Since 2000, various research studies have been carried out to analyze the strengths and limitations of the blended learning classroom. The purpose of the present study is to systematically review the research papers published on blended learning from the year 2010 to 2021. The study investigates the effectiveness of blended learning specifically in English language classrooms. Blended learning is highly reliant on the English language tools and strategies employed while teaching. Hence, the study analyses the various metacognitive strategies and English language-based multimodal tools used in the blended learning classroom. The study reviews the method, approach, and strategies used in the blended learning classroom. 25 quantitative studies were selected for the systematic review. The study uses “Preferred Reporting Items for Systematic Reviews and Meta-Analyses” and Cochrane guidelines of systematic review to analyze the selected studies. Blended learning seems to be effective among English language learners and it has significantly developed students’ attention, academic achievement, student learning involvement, students engagement, active learning, student interaction, learning process, language proficiency, English language skills, learning motivation, improves concentration and provides a new learning experience. Nevertheless, variables like English language skills, various multimodal tools, and metacognitive strategies can significantly impact the effectiveness of the blended learning approach.
... ded learning activities provide an explicit focus on course content that improves students' academic performance and encourages 21st century skills, including soft and hard skills. These are both improved when students interact through various activities inside the classroom and outside through online learning (Singh & Singh, 2017;Witherspoon, 2011). Delialioğlu, (2012 and Schober et al. (2008) also stated that blended learning gives the opportunity and enables the environment for students to communicate actively with other students, which ultimately leads to communication, teamwork, problem-solving, and learning hard skills. ...
... A class member can upload multiple resources to share with all class members to learn, compare, analyze, and extract the necessary information from them. Figure 1 shows the conceptual framework of blended learning applied in this research. It points out the three main phases: (a) course design, (b) teaching and learning activities involving the integration of face-to-face and online learning, and (c) learning outcomes (Delialioğlu, 2012;Hadiyanto, 2019c;Kara, 2016). ...
This study aims to determine the effect of blended learning methods on EFL students’ performance in research methodology and their practice of 21st century skills. A quasi-experimental design was used for the study. The sample included two groups of 25 students divided into a control group for conventional learning and an experimental group for blended learning. A test and take-home essay of short research proposal writing was used to measure the students’ performance in research methodology, while their practice of 21st century skills was measured via a self-report questionnaire. The results showed that the blended learning method significantly influenced their performance in both areas. The experimental class showed a significantly higher performance in research methodology and 21st century skills than the control. The study outcome expatiates on the value of the implementation of blended learning in enhancing research methodology performance and modern skills practice in the classroom.
... The goal of blended learning is to leverage the strengths of both face-to-face and online learning to create a more personalized, engaging, and effective learning experience for students. In blended learning, students are often given more control over their learning pace and direction, and teachers can use technology to support and enhance student learning [16,17]. In recent years, the flipped classroom has been developed and put into practice with support technologies. ...
With the aim of assisting students in acquiring the practical knowledge required for sustainable engineering practices, a new intervention method in the form of flipped micro-modules was developed. The perceived quality of the flipped micro-modules and their relationship with the students' attitudes towards using them were then evaluated using an extended technology acceptance model (TAM-extended model). The quality of the flipped micro-modules was measured based on three aspects: the quality of the framework, the quality of the content, and the quality of the operation. The findings revealed that the students considered the framework of the flipped micro-modules to be the most important aspect. The findings also demonstrated that the flipped micro-modules have the potential to improve engineering education and prepare students for future sustainable engineering practices.
... BL has been mostly described as a combination of face-to-face and online instruction (Alsalhi et al., 2019). Although it has been defined differently in the literature, there is a consensus about its effectiveness on student learning (e.g., Delialioğlu, 2012;Shyr and Chen, 2017;Zhang and Lin, 2021). Engagement of learners, increased achievement and learner-centred instruction are some examples of the promises of BL (Halverson and Graham, 2019). ...
This research purposed to investigate the attitudes of elementary level teachers towards blended learning implementation in Turkey. The study was conducted by gathering data from 160 teachers working in elementary schools. To collect data, a mixed methods research design was implemented. Quantitative data were gathered with a survey instrument that measures the perception of teachers on blended learning and the qualitative data was collected by conducting individual interviews which had open-ended questions with ten participants. The results of quantitative data and qualitative findings indicated that teachers generally have a positive attitude towards the implementation of blended learning in elementary education.
... One of the most critical reasons cited is low student engagement at HEIs (Lewin & Mawoyo, 2014). Student engagement refers to students' participation in sound academic activities both inside and outside of the classroom (Delialioğlu, 2012;Mandernach, 2015). Kahu (2013) contends that student engagement is a crucial indicator of students' learning and achievement at HEIs. ...
... One of the most critical reasons cited is low student engagement at HEIs (Lewin & Mawoyo, 2014). Student engagement refers to students' participation in sound academic activities both inside and outside of the classroom (Delialioğlu, 2012;Mandernach, 2015). Kahu (2013) contends that student engagement is a crucial indicator of students' learning and achievement at HEIs. ...
Student engagement plays an important role in promoting student success at higher education institutions. It is of profound significance to improve student engagement through the utilisation of effective pedagogical approaches, such as game-based learning. However, there is a lack of study in the South African context focusing on game-based learning at higher education institutions. This study aimed to explore students’ views and experiences on game-based learning at an identified university in South Africa. The student-centred learning theory was anchored in this study as a theoretical lens. In this study, the authors adopted a qualitative single case study design within an interpretivist paradigm. A purposive sampling technique was followed to recruit participants from a public university in South Africa, with six participants recruited for this study. The authors utilised thematic analysis to analyse the data. The findings of this study revealed that participants shared positive views and attitudes toward game-based learning. They believed that game-based learning significantly motivated them in the learning process. Furthermore, game-based learning also reduced their stress in learning compared to the learning in normal classrooms. They reported that game-based learning not only improved their engagement in learning but also enhanced their knowledge and skills. This study also highlighted that game-based learning should be well-planned to avoid demotivating students. It can be concluded that game-based learning is an effective approach to improve student engagement. Further studies should be conducted with diverse research approaches at different higher education institutions.
... For instance, research on flipped classrooms shows that students self-report improvements in learning and tend to enjoy classroom activities over lectures [18][19][20]. Scholars who advocate for project-based learning argue that it engages students' senses in multiple ways [21], improving active learning and even the amount of time students spend studying [22]. ...
Many instructors strive to make students more active participants in their own learning. Yet recommended methods for this purpose, such as project-based learning or providing personalized feedback, are impractical in larger classes or virtual classrooms. To overcome these barriers, we designed a series of collaborative data projects to engage students even in large, online classes. Our goal is to describe and evaluate the efficacy of these projects. The projects offer two major benefits. First, the collective nature of the projects helps students to see how their individual efforts contribute to a larger outcome. Second, the instructor can aggregate the student input and provide personalized feedback using free software, thus, reducing the grading and contact burden while simultaneously building rapport. We examine survey data from about 120 students from four classes during Spring and Fall 2021. The students report that they tend to learn more and find these collaborative assignments more enjoyable compared to a typical college assignment. They also report that receiving individualized feedback increases their interest in the material and makes them feel like the instructor is invested in their learning. We include assignment examples and programming recommendations to help instructors adapt this collaborative engagement method for their own courses.
... PBL has several unique characteristics: (1) students have ownership of their own learning, (2) the problems are illstructured, (3) it involves multiple disciplines, (4) students collaborate in a group, (5) PBL enables students to apply individual knowledge to solve problems, (6) the learning process is monitored, (7) PBL involves self-and peer-assessment, (7) the problems are authentic, and (8) both the knowledge and process are important (Savery, 2006). In online learning, PBL has been used to enhance students' higherorder thinking, knowledge acquisition, and learning outcomes (Delialioğlu, 2012;Hmelo-Silver, 2004;Lajoie et al., 2014;Schmidt et al., 2011). In addition, group collaboration plays an important role in enabling students to take responsibility for their learning and collaborate successfully with peers in PBL (Sun et al., 2022). ...
Unlabelled:
Since the Covid-19 pandemic, there has been an increasing growing need for learning experience or instructional designers. As a result, online courses on user experience (UX) design for learning are in demand to prepare those much-needed professionals. This paper reports the first circle of educational design research (EDR) on such a completely online problem-based course using group contracts and peer-evaluations to promote collaborations. Multiple datasets were collected from a range of data sources from a graduate-level course and were analyzed by two researchers. The study yielded several meaningful results: (1) group contracts helped students work smoothly and keep goals focused on collaborative learning in PBL; (2) the instructor could facilitate the group formation process; (3) peer evaluations helped group collaboration and monitoring; and (4) collaborative technologies are critical for collaboration. The findings also revealed important design principles for collaborative learning in PBL that can be used in similar courses. In addition, this study provides a successful example of how to teach UX design in an online PBL environment, and sheds light on how to further improve similar practices while contributing to the limited body of research on UX design for learning.
Supplementary information:
The online version contains supplementary material available at 10.1007/s10639-022-11495-6.
... Purpose Problem-based learning (PBL) has been introduced to online environments to promote higher-order thinking, support knowledge acquisition, and improve learning outcomes (Delialioğlu, 2012;Hmelo-Silver, 2004;Lajoie et al., 2014;Schmidt et al., 2011). Educators and researchers have created many models and frameworks to help online instructors from different perspectives, such as generational learners (Dede ...
In response to the increasing implementations of online problem-based learning (PBL), this paper presents a new framework, 4S PBL, with a wide range of strategies and technologies to empower instructors and learners. Based on a critical synthesis of research on and practice of PBL, self-regulated learning (SRL), socially shared regulated learning (SSRL), and related learning technologies, the 4S PBL framework outlines key strategies to address each of the four domains (i.e., motivation, affect, cognition and behaviors) at each PBL stage. A wide range of strategies is recommended with both practical examples and research support. In addition, an array of learning technologies is discussed (e.g., asynchronous, synchronous, specialized and emerging) with an emphasis on their proven or potential benefits in supporting online PBL. From multiple perspectives, the 4S PBL framework provides a solid foundation for educators and instructional design professionals to fully understand the complex dynamics of online PBL and empowers them with a pool of strategies and technologies accordingly. Similarly, online learners could also leverage the strategies to develop their own SRL and SSRL skills, collaborative learning, creative thinking, critical thinking, and problem-solving skills that are needed in the 21st century.
... Cuirtear feabhas ar an ráta coinneála agus ar thorthaí na mac léinn de bharr na foghlama cumaisc (López-Pérez et al., 2011;Boyle et al., 2003). Tugtar deis sa seomra ranga díriú ar ghníomhaíochtaí bríocha atá bunaithe ar fhadhbanna ina mbíonn mic léinn níos rannpháirtí, rud a chothaíonn rannpháirteachas na mac léinn (Delialioğlu, 2012;Garrison & Kanuka, 2004). Maíonn Garrison agus Kanuka (2004) gur mó seans go mbeidh rudaí stuama bunaithe ar fhianaise le rá ag na mic léinn i bplé aisioncronach ar líne i gcomparáid le plé oscailte sa seomra ranga. ...
Úsáidtear an iliomad téarmaí chun tagairt do chuir chuige theagaisc ina ndéantar an fhoghlaim ábhair agus an fhoghlaim teanga a chomhtháthú, mar shampla tumoideachas, teagasc ábharbhunaithe (CBI), foghlaim chomhtháite ábhair agus teanga (FCÁT), cé go bhfuil mar an cuspóir coiteann acu go léir an dátheangachas suimitheach ina ndírítear ag an am céanna ar an bhfoghlaim ábhair agus ar an bhfoghlaim teanga. Tá fás tagtha ar an teagasc i dteanga iasachta ar fud na cruinne san ardoideachas (i.e. CÁTA) ach níl tuiscint iomlán againn go fóill ar conas an cumasc is éifeachtaí agus is éifeachtúla a dhearadh san ardoideachas ná ar conas a théann CÁTA i bhfeidhm ar eispéiris mac léinn iarchéime atá mar fhoghlaimeoirí teanga agus ábhar araon. Sa pháipéar seo, dírítear ar pheirspictíochtaí agus ar eispéiris mac léinn iarchéime agus iad ag gabháil le clár CÁTA le cuidiú teicneolaíochta (i.e. E-CÁTA) ar mhaithe le solas a chaitheamh ar an ábhar seo. Bailíodh sonraí cáilíochtúla agus cainníochtúla ó fhoinsí éagsúla, mar shampla meastóireachtaí deireadh modúil ar líne, meastóireachtaí na modúl le mic léinn ar an láthair, fócasghrúpaí, obair na mac léinn, breathnóireacht á déanamh ag teagascóirí, agus nótaí a scríobh na teagascóirí ar an láthair. Soláthraítear leis na torthaí léargais uathúla maidir lena éifeachtaí atá E-CÁTA mar a léirítear le hinspreagadh, neamhspleáchas agus rath na mac léinn. Cothaíodh pobal agus acmhainneacht, mar aon le hinniúlacht dhigiteach na mac léinn. Mar fhocal scoir, roinntear freisin na ceachtanna a foghlaimíodh mar aon le príomhthréithe a bhaineann le heispéiris foghlama E-CÁTA atá éifeachtach, faoi mar a léirítear sa staidéar seo, ar mhaithe leis an ngort a shaibhriú. [A wide range of terms are used to refer to instructional approaches for the integration of content and language learning e.g. immersion, content-based instruction (CBI), content and language integrated learning (CLIL), although they all commonly share the purpose of additive bilingualism via a dual focus on content and language learning. Instruction in a foreign language in higher education (i.e. ICLHE) has increased around the globe but we still have an incomplete understanding of how to design the most effective and efficient blend in higher education and of how ICLHE affects the experiences of postgraduate students who are both language and content learners. In this paper, perspectives and experiences of postgraduate students who are undertaking a technology-enhanced ICLHE programme (i.e. ICLHE) are explored in order to shed light on this topic. Qualitative and quantitative data were collected from a variety of sources e.g. online end-of-module evaluations, on-site student evaluations of modules, focus groups, students’ work, tutor observations, and tutor field notes. Findings provide unique insights in relation to the effectiveness of E-ICLHE as indicated by student motivation, autonomy and success. Community and capacity were cultivated and students’ digital competence was fostered. Finally, the lessons learned are shared along with the main characteristics associated with E-ICLHE learning experiences which are effective in enriching the field, as shown in this study.]
... Research carried out over the past decade has resulted in mixed findings on blended learning scenarios' potential to promote learner engagement, either associating it to higher levels in comparison to those obtained in traditional lessons (Delialioglu, 2011;Kundu et al., 2021) or concluding there was very little or no significant difference between measurements of predictors in the two types of scenarios (Baragash & Al-Samarraie, 2018;Dringus & Seagull, 2013;Law et al., 2019). Different results may also be observed when blended and non-blended scenarios are contrasted in terms of student performance, as the combination of face-to-face and online communication cannot be isolated as a single variable which determines better learning outcomes (Arrosagaray et al., 2019;Driscoll et al., 2012). ...
The objective of this research is to analyze learner behaviors, uses of resources and learning pathways in blended learning scenarios. Key principles and resources for blended learning practices are addressed in the theoretical framework, along with their relationships with learning pathways, student performance and ICT skills. A within-subject design was adopted, consisting in the application of an ICT skills survey to 92 low-income secondary school students from a Brazilian Northeastern public school, followed by the implementation of series of lessons comprising digital resources based on blended learning practices. Behaviors and uses of resources identified in screen recordings of learners' responses to tasks were contrasted among groups, learning scenarios and with regard to students’ performance scores and ICT skills. Nonparametric tests pointed to significant differences between groups in terms of ICT skills and to no significant differences regarding performance. There were predominantly no significant differences within observed uses of resources and pathways in terms of associated performance or ICT scores. Differences between patterns of use and pathways observed in each lesson are analyzed. Data suggests pedagogical practices learners were previously exposed to impacted their engagement, and uses of different resources were interrelated in a systemic perspective. Task-orientedness, rather than approaches to digital tools or choices of pathway, emerges in discussions as a key factor for learner performance, reinforcing the importance of designing learning scenarios which promote behavioral engagement.
... As such, student engagement is affected by course design (curriculum development), learning environment (social climate), and social agents (teachers and peers), according to the works by [1,16]. Studies suggest that supportive teaching practices are positively associated with student engagement, including: (a) target highorder cognitive skills; (b) incorporate active learning activities; (c) involve collaborative investigation; and (d) incorporate social learning activities, such as observation, guided inquiry, and interaction with peers, experts, and teachers [2,[17][18][19]. Furthermore, from the program design and management point of view, a combination of effective course designs and engaging teaching is key to student satisfaction, which leads to the higher achievement of learning goals. ...
Senior management in tertiary institutions desires an efficient system that could help them assess and evaluate learning outcomes so that effective policies can be implemented to enhance teaching and learning. This gets intensified as broader issues arise and higher expectations are put on tertiary education—build a creative workforce and adapt to new technologies to analyze the large volume of teaching and learning data. Government and higher education policymakers have to rapidly adjust relevant policies to surmount the challenges from the pandemic and also to keep up with technological advancement. This demands a novel and efficient way for policymakers and senior management to see and gain insights from a large volume of data (e.g., student course and teacher evaluation). In this study, the researchers present such a system through various examples. The findings generated from this study contribute to the scholarship, and they provide a solution to senior management in tertiary institutions wanting to implement effective policies efficiently. The use of online analytical processing, virtual campus, online, and machine learning in education is growing. However, the use of these technology-enhanced approaches is rare in performing arts education. There has been no in-depth study, especially on technology-enhanced learning that leads to the improvement of teaching. This study utilizes a multi-dimensional analysis approach on the course student evaluation, a key aspect of the teaching and learning quality assurance for higher education. A novel analytical framework is developed and implemented at a leading performing arts university in Asia. It analyzes the course evaluation data of all courses (669 courses and 2664 responses) in the academic year 2018/2019 to make evidence-based recommendations. Such a framework provides an easy and effective visualization for senior management to identify courses that need closer scrutiny to ascertain whether and what areas of course enhancement measures are warranted.
... More and more studies focus on student engagement in blended learning environment. Delialioğlu (2012) designed, implemented and compared a lecture-based blended learning and a problem-based blended learning. Repeated measure ANOVA analysis on data revealed that the indicators of student engagement were significantly higher in the problem-based blended learning than that in lecture-based blended learning. ...
With the blended learning widespread in higher education, the research on the factors which can influence the students’ engagement and their working mechanism has become more and more valuable. In this study, college students’ perception on three aspects, i.e. their cognitive engagement and emotional engagement in two different activities, the activity features and teachers’ roles, has been collected through both questionnaires and interviews. Repeated variance measurement, Pearson correlation analysis and General linear regression have been used to process the quantitative data. Thematic analysis has been used to process the qualitative data. The results show that the cognitive engagement and emotional engagement in Teacher’s Q & A and Online discussion are significantly different (FCE = 10.32**, ŋ2 = 0.07; FEE = 29.60***, ŋ2 = 0.17). Students’ emotional engagement and cognitive engagement in activities are affected by various task features and teacher’s roles. Pedagogical implication and suggestions for further research have also been provided.
... Some AR has language translation and QR scan code integration, which enables the viewing of real images in a virtual environment (Cruz-Niera, 2016). Delialioglu (2012) discovered that traditional methods of teaching could lead to a lack of educational engagement, causing students to develop truant habits, learning confusion, and dissatisfaction. However, VR allows students to experience learning engagement in interactive and hands-on training. ...
The coronavirus disease (COVID-19) pandemic is having a significant impact on healthcare, education, economics and general human well-being. Augmented reality (AR) and virtual reality (VR) have experienced a tremendous increase in demand as they play an important role in avoiding travel, social contacts and providing adequate audiovisual communication and virtual presence. AR/VR is helping in the fight of this pandemic through their deployment in various crucial areas such as telemedicine, online education and training, marketing and healthcare monitoring. AR/VR provides resolutions for the distribution of antibiotics to control the spread of the COVID-19 virus. This paper discusses the demand for AR and VR as well as other notable new technologies explored recently to support the fight against COVID-19. The same technologies are in high demand, in the form of 2D-3D visualization and tracking software, flow and dynamic wearable headsets, potentially responsible for displaying the geographic location mostly affected with COVID-19.
... Student engagement is the main point of focus for the teachers and institutions, Blended learning has made it quite easy for teachers and interesting for students. Some studies have argued that Blended learning is result-oriented only when face-to-face lectures or leg technique has no visible positive results (Delialioglu 2012). One of the main concerns that must be considered before adopting Blended learning is to get all the faculty trained for the online learning technique (Kim and Bonk 2006). ...
This study aims to find out what are the impacts of Blended learning on communication. Research shows that in the higher education system there are positive outcomes of communication using Blended learning techniques. According to this research, if the system is entirely online, it will never revolutionize the mindsets of students. Blended learning and online learning help the students to explore more techniques and tools for faster acquisition of knowledge. It has a positive impact on the cognitive and interpersonal skills of the students and automatically impacts positively the concept of online learning from the student’s perspective. The research showed that online learning even if it is not taken in the classroom can be a part of positive effects in communication among the students and their effectiveness and performances. Using the variety of technology in the class is improving communications skills and forcing learners to incorporate information technology and have a strong command of modern communication instruments.
... So that when in the classroom it is effective to enrich the material taught outside the classroom through video, and students can focus and be responsible for being more actively involved in the classroom. Flipped classroom is an interactive method so that students are no longer passive learners and teachers no longer doubt whether students understand the material presented (Delialioǧlu, 2012). Another advantage of flipped classrooms from feedback is that teachers can overcome student difficulties through additional instructions so that they are guided in understanding assignments. ...
The foundation of attitudes, knowledge, and skills for students is the foundation of scientific literacy. The benefit of the flipped classroom model is that students can learn outside the classroom so that learning in the classroom is effective with literary discussions. Students were given the task of watching videos about how to find and study journals about student digestion health. In the classroom, students work in groups to practice their knowledge and skills based on the videos they have learned. Furthermore, students were given a survey on the effectiveness of the video to deepen their knowledge and skills. One hundred and twenty students completed the survey and the results showed that the students found the video very helpful in searching and studying journals. The result was that students térbanti in 86% searched and 77% studied journals. Students claim that learning outside the classroom through video helps them with assignments (90%), the information obtained can be applied at other levels (87%) and they prefer to learn via video outside of the classroom to learn in class (63%). Students can acquire scientific literacy knowledge and skills through the flipped classroom methodology, especially watching videos.
... The situated teaching-academic-understandings of student engagement approach -at a particular time and space -suggest a highly influential but institutionally unreported component of the student engagement experience. In the university context student engagement interventions are mostly ascribed through institution-wide pedagogical processes (Castro, 2019;Delialioğlu, 2012), yet the participants in this study report different decision-making strategies that relate to their own ontologies and epistemologies. The absence of the teacher voice in the university's reporting of the student engagement experience therefore could be seriously problematic. ...
Pedagogical literature and policy documents clearly identify teaching academics as an integral
part of the engagement of tertiary students. However, university-wide student engagement
metrics only narrowly seek input from students. The voices of teaching academics are
missing. To help address this gap, an interpretivist qualitative case study is used to explore
the perspectives of ten teaching academics from one Australian regional university campus.
Two research questions were used: How does the teaching academic approach the
engagement of their students? and What are the teaching academic’s perceptions of how and
why their chosen approach to student engagement might make a difference? With these two
research questions informing the emergent research design, data were collected using
individual interviews and focus group meetings. Intensive thematic and narrative analyses
reveal that for the ten participants, their student engagement approach is a dynamic process
that is enmeshed, inseparable and intertwined with their student engagement philosophy,
pedagogy and evaluation. In the words of one participant: The more meaningful[ly] I engage
the students, the better I am at facilitating this process. Research recommendations include:
the development of shared conceptual understandings of student engagement between the
teaching academics and the university administration; and, a whole of university evaluation
process of student engagement that takes into account its dynamic nature within the temporal
and pedagogical context that informs educational praxis.
Key words: Student engagement, interpretivist research, university, teaching
academics, qualitative research, case study
... Literatürde pobleme dayalı öğrenme yöntemlerinin entegre edildiği derslerde öğrenci katılımının daha yüksek seviyelerde gerçekleştiği yönünde çalışmalar yer almaktadır (Ahlfeldt, Mehta, Sellnow, 2005;Barber, King, Buchanan, 2015;Brush, Saye 2008;Delialioglu, 2012;Rotgans, Schmidt, 2011 (Palloff, Pratt, 2013). Özellikle senkron olarak yürütülen tartışma gibi etkinliklerde tüm öğrencilerin katılım göstermesi ve takip edilebilmesi açısından grup büyüklüğünün 10-12 öğrenci arasında olması önerilmektedir (Palloff, Pratt, 2013). ...
The importance of student engagement in higher education has received a lot of attention in the literature. However, there is limited data concerning online student engagement in higher education in times of the Covid-19 pandemic. The purpose of this study was to reveal how student engagement was maintained in online undergraduate courses during emergency remote teaching. Transcendental phenomenological research was adopted to examine the experiences of undergraduate students and instructors regarding student engagement in online courses. Snowball sampling was used to select a study group of 15 undergraduatestudents and 10 instructors from various public and private universities in Turkey.Data was collected through semi-structured interviews and a focus group. An inductive approach to thematic analysis was used for data analysis. The findings of the study indicated that maintaining student engagement during emergency remote teaching depended on a variety of factors. These factors were examined under fourmajor themes: Conditions related to learners/instructors/online learning environment,conditions related to online assessment, conditions related to online teaching process,and technical conditions. Study results revealed the importance of maintainingstudent engagement during online undergraduate courses in distance education. In this regard, effective strategies and circumstances for student engagement in online learning/teaching are discussed.
Key Words: Student engagement, higher education, online learning, distanceeducation, Covid-19 pandemic, emergency remote teaching
(Türkçe Özet: Literatürde, öğrenci katılımının yükseköğretimdeki önemine vurgu yapan çok sayıda
çalışma yer almaktadır. Bununla beraber, Covid-19 pandemi döneminde çevrim içi
lisans derslerine yönelik öğrenci katılımı üzerine gerçekleştirilen sınırlı sayıda
çalışmanın bulunduğu görülmektedir. Mevcut araştırmanın amacı, Covid-19 pandemi
döneminde çevrim içi lisans derslerine yönelik öğrenci katılımının nasıl
sağlandığının ortaya konulmasıdır. Araştırma deseni, nitel araştırma desenlerinden
fenomenolojik desen olarak belirlenmiştir. Kartopu örnekleme yöntemi ile belirlenen
çalışma grubu, Yükseköğretim Kuruluna bağlı vakıf ve devlet olmak üzere çeşitli
üniversitelerde görev yapan 10 öğretim elamanı ile bu öğretim elemanlarının çevrim
içi derslerini takip eden 15 lisans öğrencisinden oluşmaktadır. Araştırma verileri yarı
yapılandırılmış görüşmeler ile odak grup görüşmesi aracılığıyla elde edilmiştir. Elde
edilen veriler tümevarımsal tematik analiz yöntemiyle çözümlenmiştir. Analizler
neticesinde ortaya çıkan kodlar ilişkili oldukları kategori ve temalar altında bir araya
getirilmiştir. Araştırma bulguları, Covid-19 pandemi döneminde çevrim içi lisans
derslerinde öğrenci katılımının sağlanmasının birçok faktöre bağlı olduğunu
göstermektedir. Bu faktörler öğrenen/öğreten/öğrenme ortamı ile ilgili durumlar,
ölçme ve değerlendirme ile ilgili durumlar, öğretim süreci ile ilgili durumlar ve
teknik durumlar olmak üzere dört ana tema kapsamında detaylı olarak incelenmiştir.
Araştırmadan elde edilen sonuçlar, çevrim içi lisans derslerine yönelik öğrenci
katılımının önemini ortaya koymaktadır. Bu bağlamda, öğrenci katılımının
sağlanmasında etkili durum ve stratejiler tartışılarak çevrim içi öğrenme/öğretim
süreci ile ilişkili bazı tespit ve önerilerde bulunulmuştur.)
... Dengan melaksanakan pembelajaran berbalik melalui kaedah mudah alih, pelajar juga mengembangkan penglibatan mereka dalam aktiviti pembelajaran aktif yang dijalankan di kelas (Delialioglu, 2012). Mereka menyumbang kepada perbincangan kumpulan secara aktif dengan berkongsi idea baru, menyelesaikan tugas atau projek yang diberikan oleh pensyarah dan mendengar maklum balas pensyarah untuk meningkatkan pemahaman mereka. ...
Abstract: This study aims to identify the students’ engagement towards the use of mobile flipped learning module. The study sample consisted of 40 students from a private higher learning institution located in Selangor. A modified questionnaire and interview protocol was employed in this study. The results showed that the students’ perception towards mobile flipped learning module in term of students’ engagement was high. Findings indicate that students reflect a positive response after experiencing flipped classroombecause they feel more prepared, increase their interest in learning and easy to access learning at their own time. The study recommends toexplore other demography and measure the effectiveness of mobile flipped learning module compared to traditional learning.
Keywords:Mobile Flipped Learning; Engagement; Kolb’s Experiential Learning Cycle; Higher Learning Institution; Augmented Reality
... Dengan melaksanakan pembelajaran berbalik melalui kaedah mudah alih, pelajar juga mengembangkan penglibatan mereka dalam aktiviti pembelajaran aktif yang dijalankan di kelas (Delialioglu, 2012). Mereka menyumbang kepada perbincangan kumpulan secara aktif dengan berkongsi idea baru, menyelesaikan tugas atau projek yang diberikan oleh pensyarah dan mendengar maklum balas pensyarah untuk meningkatkan pemahaman mereka. ...
Perceptions of Elementary school teachers about blended learning ii Perceptions of elementary school teachers; a study about blended Learning
Recent advances in Science and Technology have changed the structure and the educational systems of societies. The recent years of research explores one of the new Learning strategy i.e. “Flipped Learning Strategy”. The Flipped Classroom Model is Receiving increased attention in educational circles. In Flipped Learning, the traditional Practice of spending class time engaged in direct instruction and completing content Related activities for homework is “Flipped”, so that students receive initial content Instruction at home, and spend class time working with their peers in a collaborative Setting. This Module discusses the features of flipped classroom in today’s generation Where technology has incredibly advanced. How flipped classroom are more beneficial Than the existing traditional classroom is discussed in detail and how it can affect the Students are clearly mentioned. Flipped Learning is an Effective Tool for Enhancing Thinking and Learning among learners and it is Potential Model of Blended Learning. Essential essential elements Of Flipped Learning include flipped environment, Learning culture, intentional content, and professional educator. This lesson details the Different learning strategies for Flipped Classrooms followed by steps of implementing Flipped Learning Strategy. Flipped Classroom Strategies incorporate diverse strategies And technologies toward the broader goal of making learning more participatory, Personal and meaningful
The study used two case studies over a period of 12 months to develop and implement a constructivist approach for using lecture podcasts to enhance student learning in a hybrid learning environment. Two groups of undergraduate students enrolled at the Tshwane University of Technology participated in the study. The university’s Learning Management System (LMS), MyTUTor which is based on D2L Brightspace was used as a server to host the podcasts. In the first semester (case study 1), the podcasts were merely utilized to complement the traditional teaching and learning mechanisms. In the second semester (case study 2), the podcasts were made compulsory (i.e., linked to progression requirements). Semi-structured interview and MyTUTor system log files were used to collect research data. The MyTUTor log files provided insight into frequency access and use of the podcasts. Semi-structured interview was conducted to gain insight into the students’ experiences of podcasts use thereby establishing a relationship between the use of podcasts and learning facilitation. The findings posit that lecture podcasts are conducive to learning if they are student-centred and are integrated in teaching and learning design. The findings also postulate that student-generated podcasts accorded students an opportunity to become actively involved in the learning discourse thereby constructing their own knowledge and improving their problem-solving skills. The study concluded that student-generated podcasts led to increased podcast use and therefore enhanced learning if integrated in the teaching and learning design (i.e., if it is linked to progression requirements).KeywordsHybridPodcastsConstructivistStudent-centeredLMS
Coronavirus disease 2019 (COVID-19) pandemic interrupted the clinical placements of nursing students across the globe. This required teaching and learning in nursing to adapt to continue, despite the interruption. The study aims to describe the students' perceived level of satisfaction, and their level of self-confidence in learning using the unfolding case studies. An online survey of nursing students enrolled in a higher educational institution in Angeles City, Philippines was conducted. A total of 166 nursing students completed the online survey. The majority of them were female (N=136; 81.93%). Respondents reported high levels of satisfaction (M=22.02; SD=0.29 out of a possible 25), and self-confidence (M=34.60; SD=0.48 out of a possible 40). The findings bolster the utility of the unfolding case studies in improving students' satisfaction and self-confidence in learning.
The objective of this investigation was to assess the effects of blended teaching method on Mathematics performance of 3rd grade learners at primary educational level. A quasi-experimental design of study was formulated to conduct this study. The convenient technique of sampling was employed to collect the required data as one of the researcher was working in the school from which data was collected. The population comprised of 53 3rd grade learners. The sample was separated into two groups. One group named as experimental group (n=28) and other group as a control group (n=25). The pretest and posttest tools were employed to collect the data. The SPSS was employed for the analysis of collected data. The results were significantly different for control and experimental groups in Mathematics performance of students at grade three. The results were supporting blended teaching method that had positive effect on the Mathematics performance for both male and female students of grade three. The effect size was 1.6043 in favor of blended teaching method than that of traditional teaching method. The study also recommended to use the blended teaching method in other science course beside mathematics to find its effectiveness.
Criticisms have been raised against the quality in Management Education Programme (MEP) for failing to produce competent graduates for the job market. This study examined the perceptions of lecturers and students on quality in the MEP in a HE. The study was rooted within TQM theory, Expectation-Confirmation Theory (ECT) and CIPP Model of programme evaluation. The study employed sequential explanatory mixed methods design within the pragmatism research philosophy. The population was Mangement lecturers and final year students in UCC. Census method was used to include 43 lecturers and 529 students and interviews were conducted among eight (8) lecturers and twelve (12) students. The data were collected using QUAMEP-Q and Follow-up Interview Guide (FIG) and processed via SPSS version 25.0, AMOS version 21.0 and PROCESS Macro version 3.3. Thematic analysis was employed for qualitative data. It was discovered that the lecturers and students perceived a moderate level of quality in the programme in terms of quality: learning environment (QLE), services (QS), teaching (QT), student engagement (QSE) and student competences acquisistion (SCA). They were, also, moderately satisfied (SAT) with the programme. These were as a result of large class size, low quality and inadequate facilities, learning resources, support systems, health and accommodations services, unfavourable learning environment, high workload and lack of practical delivery of lessons. Further, the study established that QLE and QS significantly influence QT. There was significant conditional direct and indirect influence of QLE on QSE as moderated by QT and QS. Also, SCA and SAT with the programme were significantly conditionally predicted by QLE, QS, QT and QSE. The age of students significantly influence their perceptions toward quality drivers in the programme. The study recommended that the Management of the University should continue to provide and strengthen quality culture by fostering continuous improvement in QLE, QS, QT QSE, SCA, and SAT with the programme. They should make every effort for the provision of quality instructional resources, learning climate and infrastructure facilities to help reduce the large class size. The lecturers should continue to highly engaged the students and not relent in equipping the students with the 21st century employability skills.
Purpose - Innovation is imperative to address a wide array of challenges in higher education. The term “microclass” is coined by the researcher to describe the division of a large class into smaller classes, which are handled by student facilitators who have undergone microteaching and performed similar teacher tasks to facilitate students, assessment, discussion, and feedback. Methodology - This was an explorative study and employed the triangulation method (self-designed questionnaire, observation byteacher peers, and semi-structured interview) as well as thematic and descriptive analysis to evaluate the roles of the teacher and student facilitators, level of engagement, and effectiveness of this innovation in the teaching-learning process for the subject, biology. Findings - Data revealed that the role of the teacher and student facilitators concurred to work responsibly in a synergistic manner asimplementers of microclass. The teacher, conducted microteaching, observed, supervised, consulted, and provided feedback to the student facilitators. The student facilitators acted as discussant, motivator, collaborator, coordinator, and executor of initiatives such as scaffolding and pair method throughout the duration and stages of the microclass, resulting in an organized classroom. Furthermore, the microclass was innovatively effective and improved student engagement in the teaching-learning process, which in turn developed soft skills among the students—leadership, commitment and discipline. Significance - It assists science teachers in constructively engaging their students in learning science including boosting students’ softskills, essential for 21st-century skills education and thus warrants further investigation.
New digital technology areas were added to the New Zealand primary school technology curriculum in 2020. These areas aim to grow students who are not just passive users of technology but, instead, students who understand how computers work, who are digital creators, informed by design processes and critical thinking. The new digital areas of the technology curriculum appear to have created tension between the expectations of teachers and their relative capabilities. Examining three primary teachers' implementation of the new digital areas, this project utilised a participatory action research (PAR) methodology to review teachers’ journey of adoption. Findings indicated that implementing the curriculum areas was not as complex as teachers first imagined and that unplugged activities (those without devices) played a significant role in the new digital technology areas’ successful implementation in the classroom. The main themes that appeared from the data included levels of teacher knowledge, teacher confidence and curriculum learning area integration.
Background
Since about 2010 e‐learning has been embedded in educational practice and has become, surely due to the Covid‐19 pandemic, increasingly important.
Objectives
Although much has been written about e‐learning, little is known about crucial didactic and pedagogical design principles for e‐learning. This review tried to fill that gap.
Methods
Based on a systematic literature review, 42 studies (out of 1857 unique hits) were included that address e‐learning design in higher education. Open and axial coding was used for analysis.
Results and conclusions
There were two continuums distinguished as important for e‐learning: (1) the active learning continuum and (2) the authentic learning continuum. Those continuums appear to be useful to give a visual representation of included studies through an active and authentic learning continuum. This resulted in four clusters with (slightly) different properties. These properties vary from a relatively low to a high level of authenticity, and from teacher to student centred. Analysis also revealed four crucial aspects for e‐learning design: (1) content scaffolding, (2) process scaffolding, (3) peer‐to‐peer learning, and (4) formative strategies. In general, most of the e‐learning approaches demand an educational design that facilitates authentic learning and self‐regulation.
Takeaways
To help practitioners in realizing e‐learning design, this paper will provide some concrete suggestions and tips for e‐learning design. Furthermore, this research shows that more well‐founded research is necessary to gain more insight in didactic and pedagogical design principles for e‐learning.
Learning strategies have shifted from conventional information to communication technology-based learning since the beginning of the twenty-first century. A study of published articles on blended and traditional learning strategies was done to emphasise the value and significance of both learning strategies and to investigate their efficacy in promoting a safer learning environment in different educational levels. Thirty-six (36) research articles from various disciplines published in Web of Science and Scopus databases were chosen for review. According to the review of researches, blended learning demonstrated to be a more successful learning approach than traditional learning strategy in the majority of studies. Twenty-five (25) studies found a statistically more significant benefit in blended learning strategy for academic success, critical and creative abilities, and a safer learning environment in diverse disciplines, out of 36 published articles evaluated. Based on the findings of this study, it is strongly suggested that blended learning strategies be used to attain high academic and professional goals while also providing a safer learning environment in educational institutions and society.
The information systems analysis and design course are compulsory in the Information Systems Study Program. The majority of the graduate profiles demonstrate a great level of experience as systems analysts. Every year the number of students in this program at the University of Technology, Mataram, with scores below B is average 37.35%. This value corresponds to the annual student population being unable to conduct the course activities effectively. Therefore, the purpose of this research is to generate an appropriate learning model for the information system analysis and design course to improve higher-order thinking skills. The methodology involved research and development (R&D) that combines two learning development models, termed research and information collection. This research occurs as the first stage of Borg & Gall’s model and the Step of System Approach Model of Educational Research and Development, adapted from Step Learning Design by Dick & Carey. Based on the analysis results of student demands, literature review, and the reference to existing problems, the need to develop a learning model for the information systems analysis and design course appears very essential. This is achieved by adopting a problem-based learning model known as “Collassion”, mainly supported by information and communication technology in relation to collaboration and discussion. A validity test was subsequently performed by 4 experts and the model effectiveness was determined, using product effectiveness analysis. The posttest average score was attained at 81.21, with 82.76% of student completion rate in accordance with the specified minimum competency standards. This score has increased significantly up to 72.41% from the pretest mean value at 43.69, with a percentage of completeness of 6.90%. Furthermore, the effectiveness test results showed the ability of Collassion Learning in enhancing the learning effectiveness of the sample course.
Making collaborative learning happen during a pandemic raised concerns and doubts among educators, given that learning during these trying times emphasized the importance of cooperating, corroborating, and interacting, particularly on subjects that were thought to be difficult, such as mathematics. The uncertainty stems from the question of how collaborative learning affects competency learning. Teaching students to acquire mathematical competencies is difficult in and of itself in a face-to-face setting; thus, peer-teaching and collaborative learning are always on the list to help below-average learners cope easily. This study determined the effect of online collaborative learning on the enhancement of most essential learning competencies (MELC) in General Mathematics. The study focused on thirty-five (35) respondents who were enrolled in online classes in the aforementioned subject during the academic year 2020-2021. The results revealed a significant difference between the pre-test and post-test scores, indicating that the OCL aided the students in mastering General Mathematics competencies. It was suggested that Mathematics Supervisors, Coordinators, Master Teachers, and Teachers propose in-service training or a learning action cell (LAC) that covers teaching and training of ways and means for teachers to make collaborative learning possible through the use of various modern-day applications such as Google Breakout Rooms, Open Broadcaster Software (OBS), and other platforms to ensure learners can still interact and learn with peers amid tumultuous times.
The study was conducted to determine the efficacy of problem-based learning intervention on engagement in practical skills and practical skills acquisition among Electrical/Electronic Technology Education students in universities in South-East Nigeria. The study determined the efficacy of problem-based learning on skills and performance engagement. Similarly, the study also determined the efficacy of the problem-based learning on identification of circuit positions, conduit preparation, drawing of cables, termination and mounting of fittings, inspection and powering of circuits tasks of practical skills learning outcomes in the domestic conduit wiring. The mediating effects of practical skills ability belief and intrinsic motivation were also examined. In line with the purpose of the study, 11 research questions and 11 corresponding hypotheses were answered and tested respectively. The study employed a quasi-experimental research design. The population for the study was 168 Electrical/Electronic Technology Education students. The sample size was 143 students, which consisted of 78 students in the intervention group and 65 students in the control group. The questionnaire and rating scale used for data collection were validated by five experts. The reliability of the study was established using Cronbach alpha and the overall reliability coefficients were .937 and .961 respectively. The questionnaire was used to collect data on students’ problem-based learning experiences, ability belief, intrinsic motivation and engagement in practical skills acquisition; while the rating scale was used to collect data on the practical skills learning outcomes. Data analyses were carried out using bivariate correlations, one-way MANCOVA, multivariate multiple linear regression, structural equation modelling (SEM), and 5000 re-sample bias-corrected (BC) bootstrap method. The findings revealed significant efficacy of the problem-based learning intervention on Electrical/Electronic Technology Education students’ engagement in practical skills and appreciable performance in all the practical skills acquisition tasks. Hence, there were progressive improvements in the Electrical/Electronic Technology Education students’ engagement in practical skills. Furthermore, there was a progressive increase in the practical skills learning outcomes from the identification of circuit positions to powering of circuits task. The study also found sequential mediating effects of ability beliefs and intrinsic motivation on engagement in practical skills acquisition and practical skills acquisition. The study results highlight the critical potential of PBL for increasing student engagement and practical skills learning outcomes among EETE students. Therefore, it was recommended, among others, that advocacy workshops should be carried out among EETE lecturers/instructors to embrace problem-based learning in their practical teaching as this will help address the issues of practical skills inadequacy. Similarly, institutions of higher learning, should as a matter of urgency, initiate actions that will address continuous professional development (CPD) of EETE lecturers to enable them acquire the skills required to facilitate problem-based learning intervention in their practical skills instructions.
With the blended learning widespread in higher education, the research on the factors which can influence the students’ engagement and their working mechanism has become more and more valuable. In this study, college students’ perception on three aspects, i.e. their cognitive engagement and emotional engagement in two different activities, the activity features and teachers’ roles, has been collected through both questionnaires and interviews. Repeated variance measurement, Pearson correlation analysis and General linear regression have been used to process the quantitative data. Thematic analysis has been used to process the qualitative data. The results show that the cognitive engagement and emotional engagement in Teacher’s Q & A and Online discussion are significantly different (F CE =10.32**, ŋ 2 =0.07; F EE =29.60***, ŋ 2 =0.17). Students’ emotional engagement and cognitive engagement in activities are affected by various task features and teacher’s roles. Pedagogical implication and suggestions for further research have also been provided.
The proportion of Australian students enrolling in a fully distance, online mode has been increasing over the past decade across a range of courses, including initial teacher education (ITE). The COVID-19 pandemic has further increased the need to teach and design courses in ways that successfully engage students online. This research set out to gain a deeper understanding of what it means for ITE students to be engaged in online learning and how teacher educators can enhance pedagogical practices in the online learning space. Our research tracked the experiences of nine ITE students through a series of interviews before, during, and at the conclusion of a 13-week semester, enabling us to gain valuable insights into the factors that contributed to student engagement throughout this length of time. Our findings offer some pragmatic suggestions for successfully “hosting” these students as they join and participate in the teacher education community. Using the analogy of hosting a party, we propose ways to effectively welcome online students into their learning community, encourage them to participate, enjoy the experience, and be less inclined to leave early.
Problem-based learning (PBL) has been the focus of many developments in teaching and learning facilitation in recent years. It has been claimed that PBL produces independent learners who are motivated, engaged in deep learning, work as a team, and develop effective strategies, skills and knowledge for life-long learning and professional work. Technology and Problem-Based Learning is aimed at educators who may be considering introducing PBL and need to know what it involves, its benefits and the practical details of how to implement it. Technology and Problem-Based Learning provides practical advice grounded in research and experience, to enable tutors to introduce PBL quickly and effectively. It also covers major issues including rationale for PBL, how to write effective problems, preparing students and tutors, being an effective facilitator, assessing students, dealing with problems, using IT.
This chapter reviews the recent research on motivation, beliefs, values, and goals, focusing on developmental and educational psychology. The authors divide the chapter into four major sections: theories focused on expectancies for success (self-efficacy theory and control theory), theories focused on task value (theories focused on intrinsic motivation, self-determination, flow, interest, and goals), theories that integrate expectancies and values (attribution theory, the expectancy-value models of Eccles et al., Feather, and Heckhausen, and self-worth theory), and theories integrating motivation and cognition (social cognitive theories of self-regulation and motivation, the work by Winne & Marx, Borkowski et al., Pintrich et al., and theories of motivation and volition). The authors end the chapter with a discussion of how to integrate theories of self-regulation and expectancy-value models of motivation and suggest new directions for future research.
Although the term ‘blended learning’ is widely used, this article argues against it. Two arguments are advanced. The first is primarily philosophical, although it has several pragmatic implications. It proposes that ‘blending’ either relies on the idea of dichotomies which are suspect within the context of learning with technology or else becomes ineffective as a discriminating concept and is thus without purpose. The implication of this is that the term ‘blended’ should either be abandoned or, at the least, radically reconceived. The second argument proposes that learning, from the perspective of the learner, is rarely, if ever, the subject of blended learning. What is actually being addressed are forms of instruction, teaching, or at best, pedagogies. The implication of this is that the term ‘learning’ should be abandoned. The second half of the article attempts to redeem the concept of blended learning by arguing that learning gains attributed to blended learning may have their explanation in variation theory. It offers a new way to conceptualise what is being ‘blended’ that is theoretically coherent, philosophically defensible and pragmatically informative. The article concludes by setting an agenda for further work in this area.
This article explores the complex, hierarchical relation among school characteristics, individual differences in academic achievement, extracurricular activities, and socioeconomic background on performance on the verbal and mathematics Scholastic Aptitude Test (SAT). Using multilevel structural equation models (SEMs) with latent means, we analyzed data from a national sample of college-bound high school students. A nested series of SEMs were fit simultaneously to eight subgroups (disaggregated by both gender and ethnicity) of high school students. Our analyses suggest that (a) multilevel SEMs provide a reasonably good fit to the data, (b) family background influences SAT scores directly and indirectly, learning opportunities in and outside the school curriculum are related to SAT performance, and (c) the characteristics of the schools matter when it comes to performance on the SAT. We argue that context matters and that researchers ought to move beyond analyses of individual differences when attempting to understand performance on large-scale standardized tests.
The aim of the project was to improve student success rates in learning to program. The project team introduced a number of changes in module organization, tutorial support and online resources. The blend represents a mixture of traditional and novel elements, with the novel elements more marked in the online developments. More than 600 students in two higher education institutions used the new blended learning environment. The results showed marked improvements in pass rates in both institutions. Detailed evaluation was conducted on students' use of the new environment. The results indicate a generally positive evaluation of the main elements of the blend, and widespread use of the new online features.
The purpose of this paper is to provide a discussion of the transformative potential of blended learning in the context of the challenges facing higher education. Based upon a description of blended learning, its potential to support deep and meaningful learning is discussed. From here, a shift to the need to rethink and restructure the learning experience occurs and its transformative potential is analyzed. Finally, administrative and leadership issues are addressed and the outline of an action plan to implement blended learning approaches is presented. The conclusion is that blended learning is consistent with the values of traditional higher education institutions and has the proven potential to enhance both the effectiveness and efficiency of meaningful learning experiences.
The paper reviews representative research into blended learning in universities, taking into account the methodology used, the focus of the research and the relationship between the two. In terms of methodology, most research was classifiable as case-studies, survey-based studies or comparative studies. A small number of studies take a comparatively more holistic approach and one of the outcomes from this review is a recommendation for more holistic studies to be undertaken. In the studies reviewed, the focus of the research is often related to the degree of methodological complexity. That is, less methodologically elaborated studies tend to have a more specific focus, while the studies employing a more complex methodology tend to report more varied aspects of the students' learning experience. It is argued that educationally useful research on blended learning needs to focus on the relationships between different modes of learning (for example, face-to-face and on-line) and especially on the nature of their integration. In particular, such research needs to generate usable evidence about the quality of the students' learning experiences and learning outcomes. In turn, this demands appropriately powerful methodologies, rooted in a firm theoretical foundation.
This project draws on a large body of seminal research showing that the approaches students take to learning, and the subsequent quality of their learning, is closely related to their perceptions of their learning experience. Recent research has demonstrated these findings also hold for non-standard modes of delivery such as distance education using on-line strategies. However, there is currently little research about how predominately campus-based students' experiences of the on-line part of their course are associated with their experience of the course as a whole. The present study extends previous research into the domain of blended learning, by exploring the relations between student perceptions of the e-Learning environment, approaches to study, and student grades.
Quantitative studies of school effects have generally supported the notion that the problems of U.S. education lie outside of the school. Yet such studies neglect the primary venue through which students learn, the classroom. The current study explores the link between classroom practices and student academic performance by applying multilevel modeling to the 1996 National Assessment of Educational Progress in mathematics. The study finds that the effects of classroom practices, when added to those of other teacher characteristics, are comparable in size to those of student background, suggesting that teachers can contribute as much to student learning as the students themselves.
Within teacher education problem-based learning (PBL) has the potential to enrich teaching and learning across the curriculum. It is suggested that PBL may offer a means of providing authentic scenarios for assisting preservice teachers before encountering teaching practice. The use of mediabased educational triggers and authentic scenarios may form a bridge between their studies and real-world teaching practice. Five media-rich educational triggers are described in early childhood education, physical education, educational technology, project management and inclusive education. Reusable media-based educational triggers may also provide potential resources for other educators within teacher education.
Classroom behaviors that enable academic learning are the focus of this article. A brief perspective is offered on the development and validation of one enabler-engagement in academic responding-and recent findings are provided of an effort to bridge the gap between research and practice by employing this knowledge in Title 1 elementary schools to improve instruction. In prior research, the authors identified a class of "academic responses" (e.g., reading aloud), positively correlated to student achievement as measured by standardized tests, that were differentially accelerated by instructional situations and interventions, and mediated the relationship between instruction and achievement. Translating these findings to practice within three magnet schools, teachers were provided engagement information on individual students in their classrooms as well as (a) schoolwide engagement and classroom behavior norms, including trends over grade levels and type of learner, and (b) instructional situations that accelerated versus decelerated engagement for use in the instructional decision making of teachers. Implications for practice and future research are discussed.
This paper explores case study research of the group process for teachers as learners in an Online Learning Module delivered in a blended problem‐based learning (PBL) environment. Blended learning, as the name suggests, consists of a blend of at least two pedagogical approaches: within the context of this research, blended learning is the integration of the PBL face‐to‐face learning in a classroom with an e‐learning environment. The 10‐week module was part of an accredited Postgraduate Diploma in Third Level Learning and Teaching for academic staff (lecturers, librarians, learning technology support staff) from a range of higher education institutions in the Republic of Ireland. This Postgraduate Diploma attracts academic staff keen to experience and implement a variety of pedagogical approaches within their own teaching. Over the four years of the module’s existence, there have been a wide variety of subject disciplines in higher education represented. This paper shares experiences and lessons learnt from the case study, and provides a set of recommendations for other teachers pursuing this form of blended PBL with students.
The simultaneous effects of the two instructional variables of degree of teacher direction (student-directed versus teacher-directed) and time allowed for study and the student variable of general ability are described for student achievement in three life-science instructional modules covering approximately three months. The instructional variables were controlled in this study; that is, high school teachers were randomly assigned to one of six combinations of the student-directed versus teacher-directed method variable and the allowed time variable with three levels. Between-class, within-class, and between-student analyses of data for 912 students in 43 classes resulted in a description of effects complicated by the presence of interactions among the three independent variables. For example, there was a disordinal interaction between instructional method and allowed time, so that statements about the relative superiority of the student-directed and teacher-directed approaches must be qualified by specification of allowed time. In any event, the estimated differences were modest, suggesting that the factor of possible achievement differences should not be dominant among the many factors considered in selecting an approach. A very modest ordinal aptitude (ability)-treatment-interaction (ATI) was also found, although the main effect of ability was quite strong. The allowed time effect suggested the possibility of decreased achievement under some circumstances when allowed time is increased, due perhaps to increased misuse of time and associated disruption.
The self-reported experiences of 50,883 undergraduates at 123 institutions were analyzed using a multinomial hierarchical model to identify individual and institutional characteristics associated with varying levels of student engagement in educationally purposeful activities. Parental education and student academic preparation were positively associated with higher levels of engagement. White students were generally less engaged than students from other racial and ethnic groups whereas men were more likely to be either disengaged or highly engaged compared with women. Students at public institutions and research universities were less engaged than their counterparts at private colleges and other institutional types. Individual student perceptions of certain aspects of the institutional environment affected engagement in complicated ways.
Problem-based approaches to learning have a long history of advocating experience-based education. Psychological research and theory suggests that by having students learn through the experience of solving problems, they can learn both content and thinking strategies. Problem-based learning (PBL) is an instructional method in which students learn through facilitated problem solving. In PBL, student learning centers on a complex problem that does not have a single correct answer. Students work in collaborative groups to identify what they need to learn in order to solve a problem. They engage in self-directed learning (SDL) and then apply their new knowledge to the problem and reflect on what they learned and the effectiveness of the strategies employed. The teacher acts to facilitate the learning process rather than to provide knowledge. The goals of PBL include helping students develop 1) flexible knowledge, 2) effective problem-solving skills, 3) SDL skills, 4) effective collaboration skills, and 5) intrinsic motivation. This article discusses the nature of learning in PBL and examines the empirical evidence supporting it. There is considerable research on the first 3 goals of PBL but little on the last 2. Moreover, minimal research has been conducted outside medical and gifted education. Understanding how these goals are achieved with less skilled learners is an important part of a research agenda for PBL. The evidence suggests that PBL is an instructional approach that offers the potential to help students develop flexible understanding and lifelong learning skills.
This paper discusses the harmonizing role of technology and interaction in a qualitative study on blended problem-based learning within the context of academic development in higher education. Within this setting, and as both designers and tutors in blended PBL, it is important to seek best practices for how to combine instructional strategies in face-to-face and computer-mediated environments that take advantage of the strengths of each and avoid their weaknesses. A qualitative study of the lived experiences of 17 academic staff participants in a blended problem-based learning module was considered likely to provide a much-needed analysis of current thinking and practice on the potential of interaction in this form of professional academic development in higher education. Specific aspects of interaction (technical, peer, content and the learning experience) within blended problem-based learning tutorials are analysed to provides research-based information about the realities of delivering a PBL programme using technology. The study argues that the intersection of PBL and learning technologies can offer different ways of teaching and learning that require exploration and reflection of pedagogy and technology as in integrated approach that must work effectively together. The synergy from the collaborative blended PBL approach in this module could result in the coherent and comprehensive provision of training, support and research work throughout higher education institutions.
This study investigates students' perceptions of the "effective dimensions of interactive learning" in a hybrid course. A case-study design was used, and 25 students enrolled in "Computer Networks and Communication," a course at a public university in Turkey, formed the sample of this study. The study lasted for 14 weeks. At the end of the study, interviews were conducted to gather data on the "effective dimensions of interactive learning". Additionally, computer logs of the students were kept and analyzed to triangulate the interview data. The findings of the study showed that the way instructivist and constructivist elements are blended, the need for metacognitive support, authentic learning activities, collaboration, type and source of motivation, individualized learning, and access to the Internet played important roles in students' learning in the hybrid course.
In this paper we consider the implications of moving from a paper-based delivery of study support materials to electronic delivery. The paper is based on telephone interviews with 60 students who had received a range of study support materials from a series of 'student toolkits', which are printed resource booklets for students of the UK Open University. McLoughlin (2002) sees the integration of electronic delivery at the primary, secondary and tertiary education levels as requiring an extension to current concepts of scaffolding. The extension we propose in this paper is the need to establish study skills plus the ways and means to seek support in a resource-based environment. However, there is a delicate balance between increased provision and overloaded provision in resource-based learning.
In this column we discussed the selection and interpretation of appropriate statistical tests for single-factor within-subjects/ repeated-measures designs and provided an example from the literature. The parametric tests that we discussed were the t test for paired or correlated samples and the single-factor repeated-measures ANOVA. We also mentioned four nonparametric tests to be used in single-factor within-subjects/repeated-measures designs, but they are relatively rare in the literature. The Compton et al. (2001) article did not provide effect size measures, but they could be computed from the means and standard deviations. Remember that a statistically significant t or ANOVA (even ifp < .001) does not mean that there was a large effect, especially if the sample was large. In the Compton example, the sample was quite small (N = 14), and the findings do reflect a large effect size.
Junior doctors have reported shortcomings in their general competencies, such as organisational skills and teamwork. We explored graduates' perceptions of how well their training had prepared them for medical practice and in general competencies in particular. We compared the opinions of graduates from problem-based learning (PBL) and non-PBL schools, because PBL is supposed to enhance general competencies.
We analysed the responses of 1159 graduates from 1 PBL and 4 non-PBL schools to a questionnaire survey administered 18 months after graduation.
Compared with their non-PBL colleagues, the PBL graduates gave higher ratings for the connection between school and work, their medical training and preparation for practice. According to the graduates, the most frequently used competencies with sufficient coverage during medical training were expert knowledge, profession-specific skills and communication skills. The majority of the PBL graduates, but less than half of the non-PBL graduates, indicated that communication skills had been covered sufficiently. All the graduates called for more curriculum attention on working with computers, planning and organisation, and leadership skills. More PBL graduates than non-PBL graduates indicated that they had learned profession-specific methods, communication skills and teamwork in medical school.
Overall, the graduates appeared to be satisfied with their knowledge and skills. The results suggest that the PBL school provided better preparation with respect to several of the competencies. However, both PBL and non-PBL graduates identified deficits in their general competencies, such as working with computers and planning and organising work. These competencies should feature more prominently in undergraduate medical education.
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