An approach to designing and evaluating blended courses

El-Ghalayini, Haya; El-Khalili, Nuha

doi:10.1007/s10639-011-9167-7

Cited by 11 publications

(14 citation statements)

References 7 publications

(9 reference statements)

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“…The third is ensuring that the community reaches the intended learning outcomes by diagnosing needs and providing timely information and direction" (p.32). Blended learning has transformative potential of learning in the context of the challenges facing higher education [7]. In agreement with Garrison and Kanuka [8] in simple terms blended learning "is the thoughtful integration of classroom face-to-face learning experiences with online learning experiences" (p.96).…”

Section: Theoretical Backgroundmentioning

confidence: 68%

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E-Learning Using Open Source Software in African Universities

Mavengere

Ruohonen

Nleya

2013

IFIP Advances in Information and Communication Technology

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Abstract. The use of technology in education specifically for enhancing learning is of immense value for improving education delivery. This article serves to highlight the research project to be done by the University of Tampere, University of Botswana and Catholic University of Mozambique. The aim of the research is to investigate how low resourced higher education institutes could make use of free and open source technologies to enhance education delivery. The community of inquiry is used as background theory because it also seeks potential to break new ground pedagogically by addressing the challenge to scientifically explore the combination of pedagogical principles and new technology that will advance the evolution of higher education. The expected results include critical success factors in implementing learning management systems in developing countries and models of open source learning management use.

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Section: Theoretical Backgroundmentioning

confidence: 68%

“…1. Community of inquiry [9] utilized in this project [7]. Blended learning has many advantages as noted by Garrison and Kanuka [8], such as, "effective integration of the two main components (face-to-face and Internet technology) such that we are not just adding on to the existing dominant approach or method.…”

Section: Theoretical Backgroundmentioning

confidence: 99%

E-Learning Using Open Source Software in African Universities

Mavengere

Ruohonen

Nleya

2013

IFIP Advances in Information and Communication Technology

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“…To help make access easier, use settings that can be changed to private or unlisted to prevent web resources from being blocked. Also, keep in mind that delivering content through technology in a digital format does not ensure positive learning outcomes (Aworuwa & Nkoge, ; El‐Ghalayini & El‐Khalili, ; Lightle, ). Rather, technology should be used as an active learning tool that allows learners to digitally explore and engage with the content that supports the learning objective of the course.…”

Section: The Flipped Training Modelmentioning

confidence: 99%

The Flipped Training Model: Six Steps for Getting Employees to Flip Out Over Training

2017

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One of the latest trends in education is “flipping” the classroom. The premise behind this form of blended learning is to reframe the role of the teacher in the classroom, to shift the focus towards the student as the constructor rather than receptor of information. As such, a stepwise framework for flipping the classroom is presented in this article, serving as a starting point for training practitioners interested in how to flip the corporate classroom.

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“…To achieve the target of language teaching, language teachers as well as other people who are participating in language learning, have to be able to include information and computer technology (ICT) and to explore its diversity in the language classroom [2]. For instance, the students of today grow up immersed in a wide range of digital devices.…”

Section: Introductionmentioning

confidence: 99%

Multimedia-Assisted Learning in a Flipped Classroom: A Case Study of Autonomous Learning on EFL University Students

Aprianto

Purwati

Anam

2020

Int. J. Emerg. Technol. Learn.

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This current study purposed to investigate the use of multimedia-assisted learning in a flipped classroom for fostering the students’ autonomous learning on EFL University. The students are encouraged to learn independently by having multimedia learning sources and they are also stimulated to find their difficulties in the learning process. Meanwhile, teacher and students are discussing the solution from the students’ difficulties during their independent learning in the classroom. The successful completion of pre-learning depends on the students’ responsibilities and motivations. 15 students of the English Education department were involved as the participants in this study. The data were collected through observation, questionnaire, and semi-structured interview. The finding of this study showed that a flipped classroom by using multimedia-assisted learning helps the students stimulate their autonomous learning because the students feel free to explore their creativity through an independent learning atmosphere without any tension

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An approach to designing and evaluating blended courses

Cited by 11 publications

References 7 publications

E-Learning Using Open Source Software in African Universities

E-Learning Using Open Source Software in African Universities

The Flipped Training Model: Six Steps for Getting Employees to Flip Out Over Training

Multimedia-Assisted Learning in a Flipped Classroom: A Case Study of Autonomous Learning on EFL University Students

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