Content uploaded by Denise Whitelock
Author content
All content in this area was uploaded by Denise Whitelock on Jan 25, 2020
Content may be subject to copyright.
Editorial: Journal of educational media special issue on blended learning
... 2. Cadre théorique 2.1. L'enseignement hybride 5 L'hybridation des enseignements peut être conceptualisé comme la combinaison de plusieurs éléments : des technologies, des approches pédagogiques ou des modalités d'enseignement (Whitelock et Jelfs, 2003). La présente recherche s'intéresse à la combinaison entre deux modalités d'enseignement : les activités en présentiel et les activités en ligne (Charlier et al., 2006). ...
Blended learning in nursing education is currently hardly represented in the scientific literature (McCutcheon et al., 2015). However, the public of this education is unusual, especially since many of them already have a professional background in the healthcare environment. Using multiple regression models, this study aims to identify predictive variables of student performance according to their professional background. Variables related to motivation and participation were measured among 143 students in a blended course alternating videos, online formative assessments, and face-to-face supervised exercises. Results showed that participation and motivation influence their performance differently depending on whether they have prior professional experience. These results are described and discussed and could be an anchor for a scientific literature combining blended and nursing education.
... Model ini lebih menekankan pemanfaatan teknologi dalam proses pembelajaran dimana pembelajar merupakan pusat dari pembelajaran yang dilakukan. Whitelock & Jelfs (2003) menyampaikan tiga hal terkait hybrid learning. Pertama, integrasi pembelajaran tradisional dengan pendekatan online berbasis web. ...
Penggunaan teknologi dalam dunia pendidikan dapat diterapkan dalam pembelajaran bahasa asing khususnya pembelajaran Bahasa Prancis. Teknologi dapat dimanfaatkan pada penerapan model pembelajaran hybrid learning yang berfokus pada penggunaan teknologi. Hybrid Learning sendiri merupakan model pembelajaran yang menekankan proses pemerolehan keterampilan dan pengetahuan yang dikembangkan melalui desain pembelajaran yang mengintegrasikan pembelajaran tradisional dengan model online berbasis teknologi. Penelitian ini bertujuan untuk melihat hasil belajar mahasiswa keterampilan berbicara mahasiswa menggunakan model pembelajaran hybrid learning dan mendeskripsikan langkah-langkah penerapannya dalam proses pembelajaran. Penelitian ini menggunakan mixed-method dengan desain kuasi eksperimen untuk mengukur hasil belajar mahasiswa dan metode deksriptif untuk mendeskripsikan langkah-langkah penerapannya. Keterampilan berbicara merupakan keterampilan berbahasa yang wajib dikuasai untuk bisa berkomunikasi dengan Bahasa Prancis, sayangnya kemampuan berbahasa Prancis mahasiswa masih dinilai kurang. Melalui hybrid learning mahasiswa akan lebih mudah meningkatkan kemampuan berbicara Bahasa Prancis karena mereka berkesempatan untuk menggali informasi seluas-luasnya melalui teknologi dan internet. Hasil penelitian menunjukkan bahwa metode ini cocok digunakan dalam pembelajaran keterampilan berbicara Bahasa Prancis karena dari hasil pengukuran yang dilakukan menunjukkan bahwa ada pengaruh penggunaan model hybrid learning dalam pembelajaran keterampilan berbicara Bahasa Prancis. Kemudian untuk penerapannya terdapat 11 langkah mulai dari pemilihan pembelajaran online, pemilihan media dan teknologi yang digunakan hingga refleksi kegiatan.Kata kunci: hybrid learning, keterampilan berbicara, bahasa Prancis Hybrid learning in learning French speaking skills AbstractThe use of technology in education can be applied in learning foreign languages, especially learning French. Technology can be utilized in the application of a hybrid learning model that focuses on the use of technology. Hybrid Learning is a learning model that emphasizes acquiring skills and knowledge developed through learning designs that integrate traditional learning with technology-based online models. This study aims to see student learning outcomes of student speaking skills using a hybrid learning model and describe the steps of its application in the learning process. This study uses mixed-method with a quasi-experimental design to measure student learning outcomes and descriptive methods to describe the implementation steps. Speaking skills are language skills that must be mastered to be able to communicate in French, unfortunately, students' French language skills are still considered lacking. Through hybrid learning, students will find it easier to improve their French speaking skills because they have the opportunity to explore the widest possible information through technology and the internet. The results showed that this method was suitable for learning French speaking skills because the measurements showed an effect of using a hybrid learning model in learning French speaking skills. Then there are 11 steps for the implementation, from choosing online learning, choosing media and technology used to reflecting on activities.Keywords: hybrid learning, speaking skill, French
... The combination of face-to-face and online teaching and learning methods The term itself is difficult to define because different people use it in different ways [2]. Overall, there are three main definitions of hybrid learning [3]: 1) the integration of traditional learning with web-based online approaches; 2) the use of a variety of media and tools (e.g. textbooks) in e-learning environments; and 3) the use of a variety of teaching and learning approaches regardless of technology [4]. ...
... Peters (2009) The major characteristics of Blended Learning can be summarized as follows (Graham, 2006;Whitelock & Jelfs, 2003): ...
Methodological framework introduces and integrates innovative student-centered phenomenon based, research based, blended learning and social leadership approaches. Constructivism is an umbrella concept of the framework.
... iii Blended learning has been established as the "new normal" in modern education (Dziuban et al., 2018). An early attempt at defining the term was made by Whitelock and Jelfs (2003), who described it as integrating traditional face-to-face learning with web-based approaches, such as self-paced instruction, virtual classrooms and streaming resources. Driscoll (2002) further suggested that blended learning can also include mixing or combining instructional technology with practical tasks "in order to create a harmonious effect of learning and working" (p. 1). ...
Increased interest in music technology education in recent years has prompted music teachers, technology educators and theorists to reconsider both the human and technical processes rendered by creative work in digital sound media. Music technology learning environments range from more structured classroom learning to informal, autodidactic practices, where student identity and creative agency are paramount. However, there is a need to develop more specific teaching and learning strategies that move beyond basic instructional or blended learning environments for digitally literate students (Darlis & Sari, 2021). This chapter discusses common learning practices of Digital Audio Workstation (DAW) users, and the dangers of superimposing conventional music teaching strategies to music technology when the learning style, participatory culture and multimodal affordances are inherently different. This article draws on a recent study involving a constructivist approach with secondary school students in Aoteaora New Zealand via creatively navigating “blocks” in students’ autodidactic processes. Some findings are reported before some initial ideas of how teachers can incorporate aspects of individual identity (e.g., cultural, social, and political contexts) into DAW learning are offered.
... Blended learning, a mode of instruction that combines face-to-face classroom experience with technology-mediated teaching, has been widely discussed and applied in Higher Education (HE) in the last 20 years (Whitelock & Jelfs, 2003;Graham, 2006;Sharma, 2010;Guggisberg, 2015;Kazanidis, Pellas, Fotaris, & Tsinakos 2019). The "Flipped classroom", which encourages students to acquire basic subject knowledge asynchronously online then participate in active learning during the face-to-face lessons is a blended learning approach that has garnered success in diverse HE disciplines (Wagner et al., 2013;Davies, Dean, & Ball, 2013;Albert & Beatty, 2014;Young et al., 2014;DeLozier & Rhodes, 2016;Chuang, Weng, &, Chen, 2018). ...
“Flipped classroom” is one of the popular blended learning approaches in Higher Education (HE) with significant use of technology. A “flipped” course typically engages students to do pre-class online learning at their own pace; the teachers then design active learning activities to reinforce students’ online learning in a physical classroom setting. Although literatures suggest that active learning after self-directed online learning can take place not only in traditional lectures hall but also online learning spaces, there is a lack of studies that investigate how the “relocation” of the face-to-face component online would affect students’ learning. As the COVID-19 pandemic has suspended face-to-face teaching on HE campuses worldwide, this article seizes the opportunity to examine the difficulties and possibilities of conducting flipped learning totally online. By evaluating the delivery of a flipped course for 46 research postgraduate students in Hong Kong during the pandemic-stricken period, the teaching team of the captioned course summarizes how the paradigm shift of flipped learning from partially online to totally online simultaneously distort and create new dynamics of in-class interaction and collaboration. Recommendations on how to better implement and research “flipped learning totally online” as a pedagogy across multiple disciplines will also be highlighted.
... Using technology in conjunction with the traditional classroom setting results in creating an innovative learning environment that assists teachers in better introducing and organising their content (Ata, 2016). However, there are varied definitions of blended learning; educators and scholars agree that blended learning incorporates a combination of face-to-face learning and the use of technology (Whitelock & Jelfs, 2003). According to Stacey and Gerbic (2007), the term "blended learning" refers to combining any instructional method that includes virtual resources and face-to-face sessions. ...
The aim of this empirical paper was to show the relationship between the effectiveness of Human Resource (HR) professionals and some selected organizational factors(namely leadership, organizational support and reward system).The study focused on HR professionals in Multimedia University(MMU),anIT-based private university in Malaysia. It had adopted a mixed method methodology combining an in-depth telephone interview with a senior HR manager in MMU and asurveyoflecturersinMMUMelakacampus.150questionnairesweredistributed to the said lecturers but obtained a response rate of 44 per cent. The findings from the survey(and the interview)found a strong correlation between leadership(0.699) and organizational support (0.673) and HR professionals’ effectiveness.
Blended learning has emerged in the context of new learning environments and pedagogies offering its potential for maximising the effectiveness of contemporary teaching and learning. If full advantage is taken of technology, there are opportunities to trigger new relationships among the teacher, the learner and the educational context. However, to achieve this, the use of technology must be re-thought in terms of how teachers handle their teaching time and pedagogy (Laurillard, 2002).
The focus and interest of this study are on the role of teachers and how they work to develop concrete skills and strategies for teaching effectively. It looks at how they attempt to bridge the distance between teachers and learners and to establish their presence in blended learning environments in both face-to-face and online contexts. Teaching in blended learning environments requires specific pedagogical approaches; and how educators prepare to teach in these environments will potentially impact the quality of the learning experience they provide (Kim et al, 2015).
Given the importance of teaching presence and based on the assumption that teachers are key if learners are to achieve appropriate learning outcomes, this study sets out to examine the role of the teacher and the perceptions of their learners through an analysis of teaching presence (Garrison et al, 2000) in both environments, face-to-face and online, and understand how teachers and learners make sense of that blend. The data was collected at a university in Northwest Mexico over three years between 2016 and 2019 from four undergraduate-level blended learning courses in the field of English Language Teaching, Software Engineering, and International Commerce.
Findings suggest that teaching presence can enhance the learners´ educational experience as it emphasises the organisation of instructional design in their courses. Evidence showed that learners feel a disconnection between the face-to-face and the online components if their teachers lack ownership of their blended course. Thus, there seems to be a need to further integrate both environments so that they become a real blend. In addition, the study reported lower levels of perceived teaching presence in the online component. Teacher immediacy is experienced by learners only in the classroom which does little to encourage their engagement as online learners.
ResearchGate has not been able to resolve any references for this publication.