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Editorial: Journal of educational media special issue on blended learning
... Further, Driscoll (2002) defines BL through the following four points: (i) mixing different modes of web-based technology, (ii) blending various pedagogical approaches, (iii) combining instructional technology (eg., radio, videotape, internet resources) with on-campus learning, and (iv) combining instructional technology with actual job tasks. Influenced by Driscoll's work, Whitelock and Jelfs (2003) presented the following three-factor definition of BL in an editorial for a special issue: (i) the most common understanding of combining traditional learning with web-based learning, (ii) the generic understanding of integrating media in an e-learning environment, and (iii) the notion of combining pedagogical approaches. ...
... Mirroring this, the limited focus on pedagogies in BL discourse is highlighted by Cronje (2020), who subsequently advocates for embedding learning theories in the BL definition. There have also been early advances in pronouncing the role of pedagogies in BL (Driscoll 2002;Whitelock and Jelfs 2003). Therefore, we see the progressions in academia from ambiguous definitions to less ambiguity, followed by subsequent thrust on technologically oriented conceptualisations, and further notable pinpointing on the inclusion of pedagogies in BL. ...
... We further put forward the definition of BL to be cognisant of the pedagogical affordances, to bring the focus back from technologies to learning. In extension to early advances by Driscoll (2002) and Whitelock and Jelfs (2003) on suggesting the inclusion of pedagogies in BL, we additionally argue that these pedagogies may be 'thoughtfully' mapped with learning spaces and technologies, further shaping into a comprehensive theoretical framework. One robust framework in which pedagogy comfortably sits with the learning spaces is given by Garrison, Anderson, and Archer (2000), called the Community of Inquiry framework, constituted of three elements for defining robust learning in blended spaces, namely, cognitive presence, social presence, and teaching presence. ...
... There is a wide range of interpretations of how to define blended learning (Boyle, 2005;Whitelock & Jelfs 2003;Driscoll 2002). These arise partially from the different motives that underpin the use of a blended learning approach. ...
... The constructivist designs which had become popular were still being researched (Adams, 2006;Terhart, 2003), without much intersection with BL discourse. During this time, there was noticeable ambiguity in understanding BL, including a lack of agreement on its key terms (Driscoll, 2002;Graham, 2006;Sharpe et al., 2006;Valiathan, 2002;Whitelock & Jelfs, 2003). ...
The discourse on blended learning must not take away focus on learning by concentrating explicitly on technologies. When learner-centred discussions are incorporated, these may be confined to constructivist pedagogies, as evident through the well-established community of inquiry (CoI) framework. While a few early advances argue for behaviourist pedagogies to underpin the CoI framework in particular, and a plethora of literature supports behaviourist-constructivist interplay for blended learning in general, this study pioneers the proposal of these interactions within the CoI framework for blended learning. It also challenges the prevailing stand-alone socio-constructivist pedagogical design of the CoI framework to deal with the complexities of higher education by adopting a decolonial positionality. In this light, we explain the impact of missing out on behaviourist designs on the CoI framework through the problem of epistemological untenability and that of assumed learning. Having provided the rationale for including behaviourist designs, we then emphasize the behaviourist-constructivist interactions within the framework. This discussion paper contributes to the ongoing dynamic scholarship of the CoI and encourages the research community to empirically explore the positioning of such a pedagogical design within this framework.
... Karma öğrenme, en genel tanım olarak çeşitli eğitim yöntem, teknik ve materyallerini bir araya getirmek ve kullanmak anlamına gelir. İnternet destekli etkinlikleri geleneksel yüz yüze öğrenme ortamına entegre etmek, yüz yüze ve internet destekli öğrenmeyi birleştirmek gibi farklı tanımlar olsa da, araştırmacılar "geleneksel yüz yüze eğitimi ve internet tabanlı eğitimi birleştirmek" tanımına katılmaktadır (Tallent-Runnels ve ark., 2006; Whitelock & Jelfs, 2003). Karma öğrenme yaklaşımı, bu iki yaklaşımın avantajlı taraflarını birleştiren en verimli öğrenme yaklaşımlarından biri olarak oldukça önem kazanmıştır (Yapıcı ve Akbayın, 2012). ...
Karma öğretim yöntemi ile beden eğitimi ve spor ilişkisi
... In 2002, the editor of The Journal of Asynchronous Learning Networks predicted that approximately 80-90% of higher education courses would become blended in the future [8]. Later, Whitelock & Jelfs [9] introduced a special issue on blended learning in the journal Educational Media, underscoring the call for papers that explore the three major dimensions of this topic: 1) the integrated combination of traditional learning with web-based online approaches (drawing on the work of Black et al. [10]); 2) the combination of media and tools employed in an e-learning environment; 3) the combination of a number of pedagogic approaches, irrespective of learning technology use (drawing on the work of Driscoll [1,11]). Obviously, blended learning aims to make full use of the Internet and optimize various pedagogic approaches, by means of which students' learning experience can be innovated and learning efficiency can also be elevated. ...
... [19]). For example, Whitelock and colleagues described definitions including an integrated combination of traditional and web-based online approaches, the combination of media and tools in an e-learning environment, and a combination of multiple pedagogic approaches [20]. However, in the context of the pandemic, the mode involved teaching the course to both in-class and online audiences with minimum in-person attendance. ...
... This initial concept is one of the reasons for the diversity of blended learning definitions among scholars. Therefore, when publishing a special issue journal on blended learning, Whitelock and Jelfs (2003) mention four definitions of blended learning, which are: a. the unified mixture of traditional learning with web-based online interaction (taking it out from the creation of Harrison). b. the blend of media and tools during the use of e-learning; c. the blend of self and group tasks that can be accommodated by online interactions d. the mix of some pedagogic approaches, without considering the use of learning technology (putting this definition from the idea of Driscoll). ...
Transforming teaching and learning by increasing use of information technology in classrooms has been the critical issue in most Southeast Asian countries’ agenda of teaching reforms, Indonesia is no exception. Since the last few decades, particularly during the Covid 19 pandemic, research conducted all over the world have confirmed that the effective integration of Information and Communication Technology (ICT) in classrooms depend fundamentally on the teachers’ ICTs knowledge and skills and their attitudes which ultimately determine how they will implement it in their teaching practices. In Indonesian social and cultural context EFL teaching, the Covid-19 pandemic has contributed meaningfully to the professional development EFL teachers in secondary schools. This paper answers a significant question: what are the teachers’ perceptions on the idea of “ICT Integration”? It aims to provide an understanding of the pedagogical adaptation of ICT and transformation to Indonesian secondary school classrooms by examining the impact of teachers’ pedagogical beliefs on the use of ICT into the English as a Foreign Language (EFL) teaching and learning practices. This research employed a qualitative approach in order to reveal teachers’ views on implementation of the concept of “ICT Integration”. Semi-structured interviews were used to collect the first-hand data of various general and specific comments from a variety of teachers of different gender, age, teaching experience, academic qualifications, and social economic backgrounds about their opinions regarding the application of ICT. The empirical evidence demonstrated the teachers’ positive feelings about using educational technology in the classroom. The participants also revealed that many teachers were not familiar with the overall concept of new educational technologies. The results of the study show that teachers’ pedagogical beliefs are the significant variables in explaining teachers’ ICT integration into their English classrooms, implying that an urgent professional development is needed in Indonesia.
The study arises from a context in which many informal and formal experimental studies report the best practices of the use of instructional strategies in the flipped classroom learning in
different fields of studies. But none of the studies dedicated to reporting on the above represent the needs of the cohort of blended technology teachers. The success of flipped learning is based on the proper amalgamation of the elements included in the instructional framework, which has usually proved to be true. The premise underlying this study is that adopting of elements of
instructional framework shaping the effectiveness of instructional strategies in flipped learning of technology teachers. It could be fundamental to selecting of the implementation models
needed to facilitate the effective implementation of instructional strategies in flipped classroom learning technology teachers. This study stems out from the afore-said significant need to better
understand the effectiveness of instructional strategies in flipped learning of technology teachers.
Underpinning the study is an instructional framework consisting of ideas found in selecting of instructional strategies mainly in constructivist theory and predominant theories of learning. The review of relevant literature enabled the identification of two instructional strategies (Self-Directed Learning – SDL and Self-Regulated Learning) and subsequent two implementation models (Staged Self-Directed Learning Model – SSDL and COPES Topology) in flipped classroom learning. Thus, a non-randomized, quasi-experimental pre-test and post-test design with mixed-method research methodology was employed in the study context. It was privileged to study the major study question with two extreme cases found in the population – what is the most effective instructional strategy for technology teachers in flipped classroom learning? The effectiveness of the two selected instructional strategies was statistically tested in the first phase and the statistical power of the two implementation models was decided via two scales measured with the data derived from five rating Likert-scale questionnaires in the second phase.
The study added new insights into the instructional framework, proposed five norms for instructional activity selection in blended professional courses, proposed a new framework for blended learning and postulated two didactical procedures for self-paced learning. The interesting major finding of the study is that SDL is the statistically efficient instructional strategy, compared to SRL, in determining cognitive achievements of pre-service and in-service technology teachers in flipped classroom learning. The two implementation models have an adequate predictive power of the variability of dependent variables.
Bu araştırmanın amacı, Teknoloji ve Tasarım (TT) dersinde proje tabanlı öğrenmeye dayalı olarak geliştirilmiş harmanlanmış öğrenme ortamının öğrencilerin; derse yönelik tutumlarına, öz düzenleme becerilerine, bilimsel yaratıcılıklarına ve akademik başarılarına etkilerini araştırmak ve bu ortama yönelik öğrenci görüşlerini belirlemektir. Araştırmada model olarak karma araştırma yaklaşımlarından iç içe karma desen seçilmiştir. Çalışma grubu, 2021-2022 eğitim öğretim yılında öğrenim gören 40 yedinci sınıf öğrencisidir. Nicel verileri toplamak için; “TT Dersi Tutum Ölçeği”, “Algılanan Öz Düzenleme Ölçeği”, “Bilimsel Yaratıcılık Ölçeği” ve “Başarı Testi” kullanılmıştır. Nitel veriler, öğrenci günlükleri ve yarı yapılandırılmış görüşme formuyla toplanmıştır. Nicel veriler SPSS 22 ile analiz edilmiştir. Nitel verilerin analizinde içerik analizi yapılmıştır. PTÖ destekli HÖ etkinliklerinin, öğrencilerin TT dersine yönelik tutumları üzerinde istatistiksel olarak anlamlı derecede bir etkisinin olmadığı görülmektedir. Algılanan öz düzenleme becerileri, bilimsel yaratıcılık ve başarı değişkenlerinde ise deney grubu lehine olarak anlamlı bir fark olduğu belirlenmiştir. Öğrencilerin, PTÖ destekli HÖ ortamını eğlenceli, farklı bakış açıları kazandıran, kolay, faydalı, yönlendirici, iş birliğine açık, tek başına öğrenmeyi de destekleyen ve etkili buldukları; olumsuz olarak teknik sorunların ön plana çıktığı tespit edilmiştir. Bu sonuçlar doğrultusunda gelecek araştırmalara yönelik, harmanlanmış öğrenme ortamlarının farklı öğrenme yöntemleri ile desteklenerek ve diğer derslerde de çalışmalar yapılması; uygulamalara yönelik ise harmanlanmış öğrenme etkinlikleri ile desteklenen içeriklerin oluşturulması getirilen önerilerden bazılarıdır.
Ante un escenario de cambios ineludibles y una sociedad promotora del uso de las Tecnologías de Información y Comunicación (TIC), la modalidad híbrida busca optimizar la enseñanza tradicional y virtual. Por ello, la investigación tuvo por objetivo, evaluar la eficacia de las clases híbridas para el desarrollo de competencias de la asignatura de Control de Calidad en estudiantes de ingeniería agroindustrial de una universidad pública del Perú. Participaron 17 estudiantes matriculados en el semestre académico 2022-I, quienes asistieron a las clases híbridas mediante el tipo de clases rotativas y simultáneas, con uso de tecnología sincrónica (sistema de videoconferencia con software Zoom Rooms®) y asincrónica (Microsoft Teams®). El instrumento utilizado fue una Prueba Pedagógica de la Asignatura Control de Calidad de 40 preguntas, disgregada en cuatro dimensiones que evalúa capacidades y fue aplicada antes y después del estudio. Los resultados expresaron valores apreciables, alcanzando niveles de aprendizaje de esperado (47.1%), proceso (41.2%), esperado (35.3%) y destacado (47.1%) para la primera, segunda, tercera y cuarta capacidad, respectivamente. Se concluye que las clases híbridas fueron eficaces para el desarrollo de las competencias de la asignatura con un p<0.05, el cual evidenció una diferencia significativa entre el pretest y postest. Asimismo, un 35.3% de estudiantes se ubicó en niveles de aprendizaje de proceso y esperado y un 11.8% permaneció en niveles de aprendizaje en inicio. De esta manera, se manifiesta la necesidad de mejoras en el acceso de TIC para seguir fortaleciendo la aplicación de la modalidad híbrida.
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