共查询到20条相似文献，搜索用时 31 毫秒
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Samuel A. Helms 《Interactive Learning Environments》2013,21(6):804-810
This article explores some of the literature on blended/hybrid learning and identifies recommendations for instructional designers and faculty. Terminology and definitions are discussed first including the debate between the words “blended” and “hybrid.” A working definition for the article is discussed but the article does not propose a standard definition for the field. The learning advantages of using a blended/hybrid format are identified from the literature including improved grades, retention and communication and teamwork. The recommendations are discussed in four broad categories: (a) face to face and online scheduling, (b) communication, (c) course content, and (d) other recommendations. The article concludes with a call for future research into blended/hybrid learning and how to best construct blended/hybrid courses from an instructional design standpoint. 相似文献
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Bernadette Charlier Marie Lambert 《International Journal for Academic Development》2020,25(2):162-175
ABSTRACT This article implements a systemic framework to evaluate the long-term effects of a program characterized by a SoTL approach and a hybrid learning environment. The importance of the difference between the perception of long-term effects on individual professional development on the one hand and the development of collective practices on the other, is interpreted with reference to certain shortcomings of the faculty development program’s learning design and its non-alignment with institutional practices. Based on this in-depth research, concrete ways to take account of the complexity of faculty development programs are proposed, both for research into and development of such programs and their impact at individual and institutional levels. 相似文献
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Lisa R. Halverson Charles R. Graham Kristian J. Spring Jeffery S. Drysdale 《Distance Education》2012,33(3):381-413
Blended learning is a diverse and expanding area of design and inquiry that combines face-to-face and online modalities. As blended learning research matures, numerous voices enter the conversation. This study begins the search for the center of this emerging area of study by finding the most cited scholarship on blended learning. Using Harzing’s Publish or Perish software (http://www.harzing.com/pop.htm), we determined the most frequently cited books, book chapters, and articles on the subject of blended learning, as well as the journals in which these highly cited articles appeared. Through these findings we offer some conclusions about where the conversations about blended learning are happening, which scholars are at the forefront of these conversations, and other emerging trends in blended learning scholarship. 相似文献
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混合云模式下移动学习环境的设计与实现——以微信公共平台下阿拉伯语课程学习为例 总被引：1，自引：0，他引：1
微信公共平台依靠微信应用成熟的用户群体和独特的消息发布以及关注方式,迅速地被各类媒体和组织所接受。该平台具有信息可信度高、媒体展现丰富、互动方式多样等特点,加之微信可以兼容多种网络环境和智能移动终端系统,能广泛应用,具备作为移动语言学习平台的基础。简单地将微信公共平台应用于教学活动中,在功能性、私密性等会受到诸多限制,利用微信公共平台提供的开放数据接口,将本地搭建的微网站与微信公共平台相结合,即可实现基于混合云模式的移动学习环境,克服公有云模式下移动学习环境的不足。为了验证这种移动学习环境的可行性,本研究选择阿拉伯语课程为案例,以微信公共平台作为移动学习环境运行的基础,以本地微网站作为阿拉伯语课程的资源中心开展研究。研究提出了一种移动学习效果的评价模型,以期从可靠性、时效性、满意度等方面对移动学习环境进行评价。 相似文献
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Bryan H. Chen 《Interactive Learning Environments》2013,21(4):485-496
The purpose of this study is to investigate how hybrid learning instruction affects undergraduate students' learning outcome, satisfaction and sense of community. The other aim of the present study is to examine the relationship between students' learning style and learning conditions in mixed online and face-to-face courses. A quasi-experimental design was used and 140 sophomores were recruited in this study. Students' learning outcomes, satisfaction, sense of community and learning styles were measured. Results showed that students in a hybrid course had significantly higher learning scores and satisfaction than did students of the face-to-face courses. The result also indicated that students of hybrid learning classrooms felt a stronger sense of community than did students in a traditional classroom setting. Analysis of learning style indicated that learning style had significant effect on learning outcome in the study group. Accommodator learners had higher e-learning effectiveness than other style learners. Possible reasons of results were discussed. 相似文献
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Dawn Bennett Elizabeth Knight Jennifer Rowley 《British journal of educational technology : journal of the Council for Educational Technology》2020,51(4):1188-1202
Graduate employment rates and self-reported employability are increasingly a feature of higher education funding measures. However, graduate outcomes do not denote the whole learning experience of the student nor is the student experience reducible to a single statistic. This paper discusses a design-centric approach to employability development which was enacted within a hybrid learning space. The study engaged 52 final-year speech pathology students, their lecturer, the lead researcher and a career practitioner (advisor) at an Australian university. Students first created personalized employability profiles using an established online self-reflection tool. The online tool produced a personalized report and enabled students to access developmental resources relating to employability and student success. The project team used anonymized student data to transform a previously generic “careers” workshop into a targeted workshop in which students explored individual and cohort findings and participated in developmental activities informed by the data. The initiative’s contribution to learning space research is in its composition as a hybrid learning space in which educators and students engaged as learners and developers of their online learning spaces, and educators collaborated to analyze student data and inform learning and teaching enhancements within the same study period. It is anticipated that the data from subsequent years will inform the curricular review, particularly if subsequent student cohorts express similar concerns. Implications for higher education policy and practice are discussed. 相似文献
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The efforts to improve the quantitative reasoning (quantitative literacy) skills of college students in the United States have been gaining momentum in recent years. At the same time, the blended learning approach to course delivery has gained in popularity, promising better learning with flexible modalities and pace. This paper presents the results of an exploratory study that compares student learning outcomes and student attitudes over several semesters of blended versus traditional delivery in the upper-division quantitative literacy course at Point Loma Nazarene University. 相似文献
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The GoNorth! Adventure Learning (AL) Series delivered educational programs about global climate change and sustainability from 2006 to 2010 via a hybrid-learning environment that included a curriculum designed with activities that worked in conjunction with the travels of Team GoNorth! as they dog sledded throughout the circumpolar Arctic. This study addresses a gap in the AL literature by identifying factors that lead to high levels of student engagement and reveals strategies for instructional designers and educators on how to design emotionally engaging online learning environments. A mixed methods study was conducted to explore patterns of learner engagement in relation to two AL programs: GoNorth! Fennoscandia 2008 and GoNorth! Nunavut 2009. Survey data were drawn from a total of 101 students in 2008 and 2009. 相似文献
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Grounded in the theoretical approaches of experiential learning and inquiry‐based learning, adventure learning (AL) is a hybrid distance education approach that seeks to transform the experiences of students by having learners explore real‐world issues and pursue answers to their own questions in an authentic, anchor‐based environment. In this article we present a theoretical overview of AL, provide a brief summary of recently examined AL impacts in the classroom, and use a phenomenological lens to examine the experience of an educator/explorer who traveled by dogsled over 3000 miles across the Arctic to engage students and teachers from around the world in a truly authentic learning context. We conclude by offering recommendations for teachers who wish to embark on their own unique AL experiences with their students (without necessarily having to travel to the Arctic). 相似文献
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Alice Veldkamp Joke Daemen Stijn Teekens Stefan Koelewijn Marie-Christine P. J. Knippels Wouter R. van Joolingen 《British journal of educational technology : journal of the Council for Educational Technology》2020,51(4):1220-1239
In this paper, we present an escape box as a means to introduce the escape room concept into classrooms. Recreational escape rooms have inspired teachers all over the world to adapt the popular entertainment activity for education. Escape rooms are problem-based and time-constrained, requiring active and collaborative participants, a setting that teachers want to achieve in their classroom to promote learning. This paper explores the adaptation of the escape room concept into educational escape game boxes. These technology-enhanced escape boxes have become hybrid learning spaces, merging individual and collaborative learning, as well as physical and digital spaces. The design of the box with assignments on each side puts users face to face with each other and requires them to collaborate in the physical world, instead of being individually absorbed in a digital world. The developed box is a unique concept in the field of escape rooms; the content is adaptable. This paper describes the process leading to the design criteria, the design process, test results and evaluation, and provides recommendations for designing educational escape rooms. 相似文献
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Jackson developed a hybrid model of learning in personality, known as the Learning Styles Profiler (LSP), which seeks to explain personality in terms of biological, socio‐cognitive and experiential processes. The hybrid model argues that functional learning outcomes can be understood in terms of how cognitions and experiences re‐express sensation seeking as functional learning. In two studies from Uganda and Australia (n = 136 and n = 290 respectively), grade point average (GPA) of students was successfully predicted from the hybrid model. Results show evidence of three indirect pathways from sensation seeking through cognitions to GPA and provide a new understanding of the way in which personality can predict performance. 相似文献
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L. D. Newton D. P. Newton A. Blake K. Brown 《Research in Science & Technological Education》2013,31(2):227-240
The study described is part of a larger research programme designed to investigate primary aged children's learning during a visit to the Eden Project. Children from eight primary schools were interviewed approximately four weeks after a one‐day, teacher‐led visit to the Eden Project (EP) in Cornwall. Their responses revealed that the children enjoyed their visit to the EP and were affected by the sensory experience of being immersed in such a profusion of plants from around the world. The children showed interest in the plants that were relevant to their lives but were often unsure of the relationship between plants, people and resources. The analysis highlights the need for teachers to integrate a visit to the EP within their school's curriculum, particularly in respect of prior preparation and mediation, in order to capitalize effectively on the children's experiences during their visit to the Eden Project. 相似文献
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Ainslie Murray Jonathan Fox Joshua Sleight Philip Oldfield 《The International Journal of Art & Design Education》2023,42(1):108-124
We investigated the impact of the transition to online architectural design studios in response to the COVID-19 pandemic at the University of New South Wales in Sydney, Australia. The study focussed specifically on student and tutor perceptions of online design studio before the sudden transition to online delivery, and how those perceptions shifted through the initial months of online delivery. We consider the pedagogical context in which the shift to online teaching took place and the evident successes and failures in the early iterations of online studio. We discuss similar and contrasting perceptions in student and tutor groups and observe the changes in these perceptions prior to and after teaching and learning in online studios. The paper concludes with a series of questions directed to the architectural design studio teaching community regarding the apparent inevitability of a future in which both FTF and online-only studios are surpassed with hybrid design studios. 相似文献
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S. A. Stearns 《College Teaching》2017,65(2):69-78
Designing courses for optimal level student learning is dependent upon student participation. This study examined one way to encourage further student participation in online discussions. Of specific importance was how to encourage students to read their student-colleagues' online discussion responses: not just a minimum number of responses but the majority of the responses. Results illustrate that the method utilized, Thematic Analysis, is effective in increasing reading rates among students. But possibly even more interesting are the students' reports that the use of this learning tool encouraged them to think critically and that their learning occurred primarily through many of the tenets of social constructivist theory. Furthermore, students reported enjoying this process of learning. 相似文献
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快速发展的信息技术催生传统教学方法的变革,混合式学习的发展大大增加了教与学的多样性。文章尝试以支架理论作为方法论框架构建电子商务课程混合式学习模型,对混合式学习的理念进行了探讨,着重分析了教师在混合式学习不同阶段需要设计的学习支架,并通过高职《电子商务实务》课程进行验证。以期为混合式学习和混合式学习设计提供理论和实践参考。 相似文献
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Margaret Perrow 《College Teaching》2017,65(3):97-105
There is currently strong and widespread support among university administrators for blended learning at the college level, or courses that incorporate some degree of online instruction. As instructors are called on to incorporate online and face-to-face elements into their instruction, they face the critical question of how to intentionally connect the two modalities in ways that strengthen learning. This article first outlines the historical context of social-constructivism's presence in online instruction, and then presents a rationale for the use of “crossover” discussion protocols that connect online forums and face-to-face discussions. The article argues that by drawing deliberately on the benefits of both online and in-person learning environments, crossover protocols help students make more insightful connections among ideas and push their own—and each others'—thinking in unexpected ways. A set of crossover protocols is then provided, along with considerations for implementing them effectively. These practical strategies for facilitating conversations across the two modalities were developed in the author's undergraduate and graduate level courses in English and education and are adaptable across course levels and disciplines. The article concludes with a discussion of how students experience the learning benefits of crossover protocols. 相似文献
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基于PHP、HTML5和JavaScript等技术,通过对学习平台的开发意义、功能模块及业务数据的分析与研究,结合React Native的WEB APP框架与原生应用混合编程的方式快速开发iOS/Android跨平台的应用程序。以3min时长的英语视频片断作为内容载体,整合碎片化的学习时间,提出“3分钟英语”学习理念,结合个性化推荐方法推送视频资源,发挥出移动平台的优势,具有一定的推广应用价值。 相似文献
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Philippa Gerbic 《Educational Media International》2013,50(3):221-234
Teaching using a blended approach is a complex undertaking, where teachers have to address varied discipline and professional learning outcomes, different student capabilities and institutional conditions as well as creating an effective pedagogy by using the strengths of face-to-face and online settings in an integrated fashion. There is now a sizeable literature on student accounts of learning in blended environments; however, much less is known about teacher perspectives on blended teaching and that is the focus of this review. A critical analysis of the literature indicated two areas of development: (1) teacher conceptions and beliefs about blended teaching and (2) changing teacher roles, especially around course design and pedagogy. 相似文献