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Benefits and Challenges of Distributed Student Activities in Online Education Settings: Cross-University Collaborations on a Pan-European Level
... The 21 st century began with a paradigm shift in attitudes towards e-learning and online education [1], which has been further developed due to the technological advances that have increased the ease of learning at a distance [2]. Online education has brought several advantages over traditional education, such as flexibility, affordability, pacing options, easy documentation, and most importantly, accessibility to a wide range of learning materials regardless of location. ...
... The increased popularity of online learning has introduced some new issues regarding student interactions and engagement, course content design and delivery, types of assignments, performance expectations, and assessments and evaluations [2]. These issues have attracted a great deal of attention from the research community as addressing them will improve the online learning quality. ...
... There has been an increased demand for learning environments that encourage social interaction, cooperation, and collaboration in the classroom [8]. Recently, the emphasis is also on analyzing students' interactions to gain insights into the collaborative learning process [2]. ...
E-Learning and online education have become inseparable parts of the world’s education systems due to the rapid growth of technology and its positive effects on education quality and accessibility. The social implications caused by the COVID-19 outbreak (e.g., closure of educational institutions) have further contributed to the wide adoption of e-Learning solutions, especially learning management systems (LMSs), which make up the largest segment of the e-Learning market. The effectiveness of online education strongly depends on the learning environment that LMS provides for students, as the most important user group. LMS should sit at the heart of learning strategies to give students an interactive and engaging learning experience. This requires significant research and development (R&D) by service providers to understand students’ needs, learning styles, and learning patterns in order to improve learning environments such that they will be endorsed and welcomed by the students. Artificial intelligence (AI) and machine learning are the most powerful processing technologies that have transformed many sectors, including education, in the past decade. AI and machine learning have huge potentials to aggregate, curate, and personalize the learning experience and content to realize state-of-the-art e-Learning at its finest. In this paper, we first review various scenarios regarding students’ learning experiences in an LMS, which can be improved by data-driven approaches. Then, we present examples of machine learning-based solutions that can effectively extract insights from students’ behaviors to improve and personalize their learning experiences. These solutions are the results of the R&D conducted by the TechClass AI Department to implement such features into the TechClass Next-generation Learning Environment.
... Additionally, ample online activities, exercises, immediate feedback of online assessments, etc. Are provided in these kinds of systems. The use of these active blended learning activities has provided benefit for the students in developing their soft skills as class time provided more space for their exercises (Pisoni, Marchese, & Renouard, 2019). ...
Active blended learning (ABL) is a pedagogical approach that incorporates sensory experiences with centred student interactions (with content, peers, and tutors) in the appropriate learning environments inside and outside the classroom. ABL focuses on engaging students in the creation, reflection, and criticism of knowledge, improving learners' autonomy and, of course, on achieving learning outcomes. The teaching of Chinese as a foreign language can be supported by using active blended learning. Various active blended learning methods can be utilised in supporting Mandarin learning inside and outside the classroom. The active blended learning methods include a personal blog, i-learn system, Facebook group, WhatsApp group, various self-developed systems etc. It provides self-directed learning experiences for the learners. However, the student's achievement is still unsatisfactory due to their limited competency in utilising online application (ABL). Of these, this study aims to study the student perception of ABL and the use of ABL. The result of this study shows that majority of students on some essential issues. A total of 31.8 per cent of students prefer to use online learning (ABL) to share/ access course materials (e.g., notes, slides, videos). Meanwhile, 68.2 per cent of students preferred to have regular classroom times for online learning. Also, we found that the institutional level is the most important use to support ABL among students. It followed by social level for communication, personal level and 4 additional levels were deemed the least useful to support ABL among students. Besides that, this study indicated a significant difference in using ABL based on four utilisation levels in supporting ABL. In conclusion, active blended learning should be structured to realise the promises that active blended learning can offer and avoid pitfalls along the way. It is important to put students' minds together, and their hearts will follow and build a sense of keenness in doing active blended learning together. The structure of levels shared could also provide the instructors with guidelines to ensure their 'best of active blends'. Thus, active blended learning should be encouraged in the active utilisation to teach Chinese as a foreign language and for all foreign language learning in general. Keywords Active Blended Learning, Teaching Chinese as a Foreign Language, students' level of utilisation and perception.
Keywords: Active Blended Learning, Teaching Chinese as a Foreign Language, students' level of utilisation and perception
... The massive open online course also known as MOOCs are a form of such online courses that have been around for a while now that specialize on a subject and provide adequate information for learners with feedback and have a growing online community. With a number of universities having to join together and work on providing for their students there have been cross-university collaboration settings afforded online, most of them using features such as seminars, virtual classes, collaboration on a specific project, peer-review assignments, exchange of personnel, to an exchange of pedagogical methods [35]. ...
This paper aims to explore the challenges, opportunities and implications of COVID-19 pandemic in the UAE higher education context. It uses the qualitative study approach and websites methodologies to enrich the aims and results of the study. It focuses on the influence of COVID-19 pandemic on higher education institutions and their progressions respectively. As higher education institutions not only provide knowledge but also develop interpersonal skills and help mold an individual in all aspects to face real-world challenges. Institutions should, therefore, get back to traditional teaching methods as soon as possible by incorporating the benefits of virtual learning into traditional learning methods, as virtual learning cannot replace traditional methods. Consequently, over some time as the crisis continues globally, the higher educational institutions worldwide can take into development better modes of communication and continue to provide various forms of delivering their services, and as the COVID-19 with progress in medical fields can fade to a disease of history we can improve what was once traditional learning with the online learning experience from this time. As the COVID-19 crisis continues globally, the higher education institutions can develop better modes of communication and forms of providing their services and as the COVID 19 fades to a disease of history, so it can improve what was known as traditional learning into the online learning over the time. After substantiating the multiple benefits and consequences of having virtual learning in the higher education system, it is clear that there is a lot of room for improvement over the time. This study contributes to the COVID 19 concept and higher education tools as it introduces you to the various impacts of online educational tools used by higher education universities in the UAE during the spread of COVID-19. It can be considered as a pioneer study in UAE in exploration the relationship between COVID-19 and higher education field.
... During the skills sessions peers will give each other feedback and at the end of the skills sessions the student will reflect on the progress made, with the help of the provided feedback." Some teachers commented that the use of peer-review assignments was essential also for the development on writing skills and abilities and the use of peer-review was crucial for development of critical thinking and ability to give feedback, especially when in distributed teams [32]. ...
New information and communication technologies (ICTs) provide educators and learners with novel approaches to enhance teaching and learning processes. Technology enabled learning plays a vital role in contemporary education and blended learning is widely adopted across higher education as a learning mode. In this paper we reflect on the strategies for introducing blended learning in a network of European universities and the first lessons learnt from the experience. A total of 18 universities took part with around 350 students registered in the 2018–2019 academic year. In this report we recount how the lecturers in our network introduced the blended learning in their classes, the different types of lessons resulting from this effort, as well as the teachers’ and students’ perceptions regarding the blended learning activities performed. Our reflection is focused on the use of blended learning and its positive effect on activating students and development of innovation and entrepreneurship soft skills. The perceptions on blended learning are interrelated, with the success of the blending models depending on the blended learning activities, and how well the respective online contents are embedded into the teaching and learning processes.
... Tertiary educational programmes, curricula and courses in I&E vary greatly across different cultures, educational levels and goals. Overall, there is a growing trend over progressively substitute or complement more traditional education (lecture-based and centred on business planning) with more interactive, problem-based, laboratorial education, with a general consensus on the benefits of more applied and problem-based learning with respect to purely formal and abstract training [16], [17]. ...
This article explores the benefits of combining blended learning and group dynamics approaches in higher education. While blended learning is known to offer greater efficiency in teaching hours than traditional face-to-face education, it can also result in a lack of communication and relatedness among peers, negatively impacting student well-being and performance. To address this, the study conducted an experiment with Master's students from the European Institute of Innovation and Technology within the EIT Digital knowledge and innovation community. One group was instructed with traditional teaching methodology, while the other group was instructed with group dynamics infused blended learning. The study found that the blended learning students internalized the external motivator of group dynamics. The use of group dynamics infused blended learning approach not only sustained the well-being and performance of blended students, but also improved the assimilation of technical and soft skills compared to traditional approaches. Thus, the group dynamics serves as a catalyst for effective teaching in blended learning environments and enhances the students' academic performance of group activities. Overall, the findings of this study suggest that blended learning education can be improved through the use of group dynamics. The article concludes that this work could contribute to the implementation of blended learning education in the post-coronavirus era, as it offers an effective approach for sustaining student well-being and performance while achieving teaching efficiency.
The global pandemic fundamentally reshaped how students and faculty think about education. The immediate need for meaningful instruction and learning experiences spurred innovation in online and hybrid course delivery. Even as students return to the classroom, faculty must anticipate future needs for online instruction. Students enrolled in an courses in the Fall 2022 semester at SHSU and SFASU participated in a joint, virtual simulation as a class exercise. This cross-university experience allowed students to gain perceptions and relationships outside their own university with students pursuing similar academic interests and goals. The goals of the simulation were two-fold: (1) enhance international national relations content knowledge regarding a regional intergovernmental organization and alliance behavior, and (2) develop 21st century skills such as collaboration, communication, and decision-making. This paper focuses on our rationale for the simulation, our experience as faculty members, and our plans to improve the simulation for the Fall 2023 semester.
Teaching is becoming increasingly digital: At higher education institutions, more and more face-to-face courses are being replaced by digital teaching formats. At least since the outbreak of the corona pandemic, the introduction of digital teaching methods has been pushed forward under high pressure. This change has an effect on numerous stakeholders. However, there are still only a few recommendations or strategic approaches that show the stakeholders what tasks they and others should take. There is a lack of a general guideline on which all parties involved can orient themselves in order to introduce digital teaching jointly and efficiently. Based on a literature review, this paper presents such a Change Management Guideline identifying stakeholders, tasks and responsibilities. For such a digital change, cooperation between different stakeholders is indispensable. However, the distribution of tasks and cooperation in practice could deviate from theory and, furthermore, be experienced differently by those involved. The aim of this work is to use the guideline in order to identify the tasks and responsibilities through the lens of different stakeholders at a German university. In addition, the cooperation should be investigated through the different perspectives. For this purpose, stakeholders were surveyed in order to identify their point of view. Finally, recommendations for optimizing cooperation and thus a successful transition to digital teaching formats will be presented.
Challenge-based learning is proposed as an alternative to traditional learning in training engineering graduates with the skills for the future. It puts equal emphasis on academic learning and on competences that students need more for their jobs. Challenge-based leaning is the learning in which students learn through understanding and resolution of a real-world challenge. In this paper we show how such challenge-based course can be implemented in a cross-university setting in which students work on challenges provided by companies: the Universities that implemented the course are University of Trento, UNITN, Italy and Universidad Politécnica de Madrid, UPM, Spain and in it students form and work in teams composed of students coming from both of the locations. Both of the locations delivered the course at the same time. The positive feedback from the students shows the importance of such new multi method to train students adequately for remote team-work and training them with skills for 21st century, especially in the era of digital transformation. In addition, our paper draws important leanings on how to set such cross-university teams as well as important future research directions.
We report in this paper on a multiyear endeavour within the EIT (European Institute of Innovation and Technology) Digital community, during which EIT Digital built an international community of Innovation and Entrepreneurship (“I&E”) teachers at Master level by implementing a blended learning strategy. We see this challenge as a case in change management, which could offer relevant insight to run similar initiatives of blending learning adoption as an enabler to developing pedagogical cooperation in networks of universities with real impact on practices. Through the lenses of change management theory, we describe and analyse the methods that allowed EIT Digital to create and enhance a community of “teacher-producers” in order to develop and deploy blended education from scratch. EIT Digital, a Knowledge and Innovation Community of the European Institute of Innovation and Technology (EIT), provides IT education at Master’s level since 2013 and in association with its around 20 member universities, including a strong “Innovation & Entrepreneurship” (“I&E”) education component. EIT Digital developed a blended learning strategy whose originality came from the fact that some of the teachers are also producers on behalf of the entire community, receiving associated co-funding and technical support from EIT Digital. More specifically, teachers actively took part to the production agenda, according to which producers were chosen within the community to create and deliver the agreed online contents. EIT Digital library now encompasses more than 500 basic online contents (“nuggets”) covering most topics relevant for I&E education at the graduate level, from basic business model introductions to complex technology transfer strategies. This amounts to more than 45 hours’ worth of videos along with dozens of written cases, quizzes and other forms of online/offline assignments. Depending on the various universities’ contexts, different blending strategies were deployed, which had practical consequences on the global EIT Digital development. The heterogeneity of the universities’ profiles probably significantly increased the value of the EIT Digital network which proved relevant with regards to blended learning adoption, while EIT Digital’s change management strategy contributed significantly to uplifting the I&E education offered at the member universities, notably giving momentum to its I&E teacher community.
Part of the mission of EIT Digital (a Knowledge and Innovation Community from the EIT, European Institute of Innovation and Technology) is to train IT graduates at both Master’s and Doctorate levels, with strong innovation and entrepreneurial competences. Around 20 European top universities, renowned researchers and leading businesses are in partnership with EIT Digital to provide cuttingedge ICT education in combination with innovation and entrepreneurship training. To achieve the later one, each partner university in the network implements (from 2013) an “Innovation &
Entrepreneurship” (“I&E”) minor, and this minor represents 30 ECTS (European Credits Transfer System) in a 120 ECTS 2-year Master’s program, that corresponds to 25% of the credits each student takes during the studies. This I&E minor is designed and deployed within such EIT Digital network of European universities through deep pedagogical cooperation. Such cooperation is notably enabled by
the use of blended learning with online contents coproduced in the network. Taking that the aim is to have the biggest impact, and that there was no possibility to know beforehand which blended learning
model among the various possible ones were the best suited for each of the universities and for cooperation within the network, the decision was to experiment and support various ones and like this help the Universities in their blending efforts. Depending on legacy of each university in regards to innovation and entrepreneurship education, and on their (human) resources in place, as well as the level of adoption of IT tools within their work processes, the needs for implementation / moving towards blended education varied for each university in the network. EIT Digital offered different models, varying from more to less loosely-coupled blending models, so that the choice made by each university should, by design, optimize the switching costs towards blended learning from the university point of view, yet satisfy the blending requirements from EIT Digital.
The models we implemented for I&E education in EIT Digital are as follows: (1) flipped classroom, where online contents are delivered to students before class and then discussed in class, (2) blended
online course, pre-packaged online contents with assessments that in most of the cases are associated with supervised sessions in class (3) online starter kit, set of online modules with assessments delivered prior to short-span events (such as summer schools for instance) (4) independent levelling-up, contents are delivered before class, accompanied with quizzes or assignments, not necessarily followed up in class, (5) online repository, online packages made
available to cover students’ specific needs.
In this paper we describe the models presented above in details, present series of examples from each of them, and reflect on the lessons learnt (from both teachers and students point of view) from
the implementation.
(VOLUME 10, ISSUE 2) Special Issue: Innovation and entrepreneurship in the HEI sector
Purpose: This paper aims to present an impact analysis in the educational dimension of the European Institute of Innovation and Technology (EIT) and specifically on its “knowledge and innovation community” (KIC), focused on the information and communications technology sector named “EIT Digital” in the university field. Design/methodology/approach: After reviewing the current situation on education in ICT-related engineering and the need to address new professional profiles and/or complement the current ones to increase the value of the new professionals in a globalised society, the principles behind the EIT model are analysed, taking the experience accumulated in EIT Digital as a basis for discussion at master level. Findings: The conceptual framework on “what” and “how” of the EIT described from the educational perspective constituted sound bases for ensuring the value of the EIT KICs as drivers for institutional innovation and structural reform. As the practical experience of Universidad Politécnica de Madrid (UPM) shows, the policy experimentation space provided by EIT Digital has acted as an internal transformation driver for European universities. It has played a key role to accelerate structural reforms once partner universities assumed the need of modifying or reinterpreting “any internal regulation to participate better in the EIT”. Originality/value: This analysis is used as a basis for the design of an institutional agenda of education transformation in the rest of the UPM where the innovation and entrepreneurship vision is inserted into the technical education to give future professionals the tools and capacities to serve as catalyser agents of the innovation system.
MOOCs: Massive Open Online Classes Massive Open Online Classes (MOOCs) have been identified as such since 2007 with the development of a number of open classes that garnered substantial enrollments. Notably, three early MOOCs were released in 2007, one each originating from Australia, Utah, and Canada. (eduMOOC OERu Planning Group, 2011) These classes have the qualities that they are open: that is, they are freely available online to all who choose to participate actively or passively; and they are massive; that is: they are intended to enroll more participants than the average classroom-based course. Give the rather broad parameters of the conditions above; it is not surprising that a more formal definition of MOOC has emerged: An online phenomenon gathering momentum over the past two years or so, a MOOC integrates the connectivity of social networking, the facilitation of an acknowledged expert in a field of study, and a collection of freely accessible online resources. Perhaps most importantly, however, a MOOC builds on the active engagement of several hundred to several thousand "students" who self-organize their participation according to learning goals, prior knowledge and skills, and common interests. Although it may share in some of the conventions of an ordinary course, such as a predefined timeline and weekly topics for consideration, a MOOC generally carries no fees, no prerequisites other than Internet access and interest, no predefined expectations for participation, and no formal accreditation. (Cormier, McAuley, Stewart & Siemens, 2010) eduMOOC
While many simulations have been developed, only few projects provide access to real experiments through the Internet. A shortcoming of most remote laboratories is that they do not support distributed team learning with tutorial assistance. We describe the technical and educational concept of distributed internet assisted laboratory experiments (I-Labs). We present the I-Labs project, its goals and research questions. Currently we work on a remote experiment where students develop an embedded controller program which serves the deflection unit of a laser system. Our educational concept is based on self-directed and collaborative learning with tutorial assistance. Learning strategies and outcomes will be evaluated comparing self-directed and teacher-directed learning in co-located and distributed settings. The results shall help future developers of remote labs to choose an appropriate educational setting.
Studying the collaborative behavior of online learning teams and how this behavior is related to communication mode and task type is a complex process. Research about small group learning suggests that a higher percentage of social interactions occur in synchronous rather than asynchronous mode, and that students spend more time in task-oriented interaction in asynchronous discussions than in synchronous mode. This study analyzed the collaborative interaction patterns of global software development learning teams composed of students from Turkey, US, and Panama. Data collected from students’ chat histories and forum discussions from three global software development projects were collected and compared. Both qualitative and quantitative analysis methods were used to determine the differences between a group’s communication patterns in asynchronous versus synchronous communication mode. K-means clustering with the Ward method was used to investigate the patterns of behaviors in distributed teams. The results show that communication patterns are related to communication mode, the nature of the task, and the experience level of the leader. The paper also includes recommendations for building effective online collaborative teams and describes future research possibilities.
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.
In a recent meta-analysis of distance and online learning, Bernard et al. (2009) quantitatively verified the importance of three types of interaction: among students, between the instructor and students,
and between students and course content. In this paper we explore these findings further, discuss methodological issues in
research and suggest how these results may foster instructional improvement. We highlight several evidence-based approaches
that may be useful in the next generation of distance and online learning. These include principles and applications stemming
from the theories of self-regulation and multimedia learning, research-based motivational principles and collaborative learning
principles. We also discuss the pedagogical challenges inherent in distance and online learning that need to be considered
in instructional design and software development.
Traditional learning spaces have evolved into dynamic blended tertiary environments (BTEs), providing a modern means through which tertiary education institutes (TEIs) can augment delivery to meet stakeholder needs. Despite the significant demand for web-enabled learning, there are obstacles concerning the use of EOTs, which challenge the continued success of blended implementations in higher education. As technology usage accelerates, it is important for TEIs to understand and address the current challenges faced by key stakeholders using EOTs in BTEs, and provide appropriate support. This paper identifies and discusses the challenges stakeholders experience in using EOTs in BTEs. Interviews with 13 blended learning experts from New Zealand, Australia and Canada identified the challenges in using EOTs, and the extent to which these prevent widespread adoption and effective use of EOTs in BTEs. The outcomes of this study will enable them to design relevant approaches to tackle current obstacles in EOT usage, and deliver meaningful support to key stakeholders in BTEs.
This groundbreaking book offers a down-to-earth resource for the practical application of blended learning in higher education as well as a comprehensive examination of the topic. Well-grounded in research, Blended Learning in Higher Education clearly demonstrates how the blended learning approach embraces the traditional values of face-to-face teaching and integrates the best practices of online learning. This approach has proven to both enhance and expand the effectiveness and efficiency of teaching and learning in higher education across disciplines. In this much-needed book, authors D. Randy Garrison and Norman D. Vaughan present the foundational research, theoretical framework, scenarios, principles, and practical guidelines for the redesign and transformation of the higher education curriculum. Blended Learning in Higher Education. Outlines seven blended learning redesign principles. Explains the professional development issues essential to the implementation of blended learning designs. Presents six illustrative scenarios of blended learning design. Contains practical guidelines to blended learning redesign. Describes techniques and tools for engaging students.
This qualitative research study was designed to inform the development and implementation of effective online learning environments by exploring, from both teacher and student perspectives, what constitute effective online learning experiences. The study examined course content, tasks, and pedagogical approaches, as identified by students and instructors, which contributed to or hindered positive online learning experiences. Researchers interviewed 6 online course instructors and 10 adult students to understand their experiences in undergraduate and graduate level online degree programs. Using a Cognitive Apprenticeship Model to inform the analysis of data, findings revealed an emphasis on text-based content and lecture; instruction that led to disconnect between students, teachers, and course content and goals; and one innovative program that links real-world experiences with online classroom learning. Given the growing number of online programs, the study provides insight for course development and pedagogy as well as offers possibilities for additional research.
While the independent contributions of synchronous and asynchronous interaction in online learning are clear, comparatively less is known about the pedagogical consequences of using both modes in the same environment. In this study, we examine relationships between students' use of asynchronous discussion forums and synchronous private messages (PM). We find that asynchronous notes contain more academic language and less social language, are more difficult to read, and are longer compared to PM. In addition, we find that the most active forum-posters are also the most active PM users, suggesting that PMing is not reducing their contribution to public discourse. Finally, we find that those who frequently PM are less likely to rapidly scan forum notes, and that they spend more time online than those who make less use of PM. We suggest that PM supports asynchronous discussions in the formation of a community of inquiry.
It is not uncommon that researchers face difficulties when performing meaningful cross-study comparisons for research. Research associated with the distance learning realm can be even more difficult to use as there are different environments with a variety of characteristics. We implemented a mixed-method analysis of research articles to find out how they define the learning environment. In addition, we surveyed 43 persons and discovered that there was inconsistent use of terminology for different types of delivery modes. The results reveal that there are different expectations and perceptions of learning environment labels: distance learning, e-Learning, and online learning.
Many universities increase their recruiting efforts to reach a larger and more diverse audience. Some universities also extend their reach with cross-border initiatives and seek international students in order to promote enrollment growth and global learning. The economic potential of distance education and academic globalization has attracted numerous higher education providers, many of which operate on a for-profit basis. The result is an increase in competition for students, which leads to added pressure on universities to control costs and rising tuition. Those online programs unable to successfully adapt to this competitive environment are at risk of failing. This article draws from the research literature and US Securities and Exchange Commission (SEC) filings to examine seven important factors that help determine the success or failure of online programs. These factors are planning, marketing and recruitment, financial management, quality assurance, student retention, faculty development, and online course design and pedagogy.
This paper presents a real-time interacting distance teaching
activity at the Politecnico di Milano (the Technical University of
Milano, Italy). The human, organizational, and economic factors of the
system's philosophy are introduced; current technologies,
infrastructures, and implementations are examined. The distance teaching
services, now in use, are presented together with a summary of their
evaluation. Two types of upgraded designs of distance teaching
classrooms are proposed and analyzed. Finally, the benefits and limits
of distance teaching systems for the three basic services; lessons,
seminars, and tutoring, are discussed. The basic parameters and
limitations for examples of typical higher education distance teaching
courses are also given
Harmonizing the virtual choir: Interactive synchronous webinars for online education
- senecal
Closing the university-business gap: model of blended learning for the collaborative design of learning resources.
- R Crepon
The online teaching survival guide: Simple and practical pedagogical tips
- J V Boettcher
- R.-M Conrad