Blended learning approach in teacher education: combining face‐to‐face instruction, multimedia viewing and online discussion

Khine, Myint Swe; Atputhasamy, Lourdusamy

doi:10.1046/j.0007-1013.2003.00360.x

Cited by 50 publications

(29 citation statements)

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“…Students' learning mostly results from an interface between the provided content and pedagogical strategies when these engage the learner's interest (Khine & Lourdusamy, 2003 (Mackness, Waite, Roberts, & Lovegrove, 2013). Some other factors, including 'flexibility to do and read,' 'course design,' and 'receiving feedback from a knowledgeable person,' are also identified as influential factors on students' learning in cMOOCs (Fournier et al, 2014).…”

Section: Course Features: Pedagogymentioning

confidence: 99%

Students' Learning Outcomes in Massive Open Online Courses (MOOCs): Some Suggestions for Course Design

Pilli¹,

Admiraal²

2017

Yuksekogretim Derg

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M Massive Open Online Courses (MOOC) are built on the impression that "information is everywhere" by extending access to education. A MOOC is a course, but it is open, distributed, participatory, and part of lifelong network learning. The underlying idea of a MOOC is accessibility, since anyone can participate by working collaboratively either to acquire new knowledge or to expand existing knowledge. This implies that MOOCs create a pathway for lifelong learning processes. MOOCs are online classes in which anyone can participate, regardless of location, in most cases for free. They are comprised of short video lectures, simulations, and online labs combined with computer-graded tests and online forums where participants can discuss the course content or get help (Hoy, 2014). Basically, MOOCs are a form of online learning that share some common features: open access using the Internet, free of charge, asynchronous, interactive user forums, and the opportunity to receive a certificate upon successful completion (EDUCAUSE, 2011). Student Üçüncü nesil uzaktan e¤itim kapsam›nda kitlesel aç›k eriflim çevrimiçi dersler (massive open online courses, MOOC'lar) sayesinde yüksek ö¤renimde herkes istedi¤i yerden ücretsiz e¤itim alabilmektedir. Son y›llarda, e¤itimde MO-OC'lar›n yeri üzerine birçok çal›flma yap›lm›flt›r, ancak ö¤rencilerin kazan›m-lar› üzerine olan çal›flmalar s›n›rl›d›r. Bu çal›flmada, aç›k eriflim çevrimiçi derslerin tasarlanmas›na yönelik birtak›m önerileri belirlemek amac›yla, ö¤rencile-rin MOOC'lardaki kazan›mlar›na iliflkin literatürü gözden geçirildi. ‹nceleme, bilimsel literatür veritabanlar›n›n sistematik olarak araflt›r›lmas›n›n ard›ndan, 3P (presage [öngörü], process [süreç] ve product [ürün]) ö¤retim ve ö¤renim modelinin temel bileflenlerine yönelik elefltirel bir analizle gerçeklefltirildi (Biggs, 2003). 56 yay›n›n bulgular› sentezlenerek, ö¤rencilerin kat›l›m›n› ve akademik baflar›y› gelifltirmek ve terk etme oranlar›n› düflürmek amac›yla 13 ders tasar›-m› önerisi gelifltirildi. Gerek ileriki araflt›rmalarda incelenmek üzere gerek ise de MOOC'lar›n mevcut içeri¤ini gelifltirerek ve zenginlefltirerek ö¤renim kazan›mlar›n› en iyi hale getirmek için baz› uygulama önerileri sunuldu.Anahtar sözcükler: 3P modeli, baflar›, de¤erlendirme, kat›l›m, ö¤renim kazan›mlar›.Massive open online courses (MOOCs) as a third generation distance education enable anyone anywhere to study for free in higher education. In recent years, various studies have been conducted on the position of MOOCs in education, but studies on students' learning outcomes are limited. In this study, literature concerning students' learning outcomes in MOOCs was explored with the aim of identifying a set of suggestions to design open online courses. The review was accomplished through a systematic search within scientific literature databases followed by a critical analysis with the main components of 3P (presage-process-product) model of teaching and learning (Biggs, 2003). Findings of the 56 publications were synthesized which resulted...

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Section: Course Features: Pedagogymentioning

confidence: 99%

Students' Learning Outcomes in Massive Open Online Courses (MOOCs): Some Suggestions for Course Design

Pilli¹,

Admiraal²

2017

Yuksekogretim Derg

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“…The flexible contents are easily handled by the instructor, based on the student's needs or situations, such as tests, assignments, discussions, etc., whereas the pre-recorded contents are a rigid set of information and are inflexible, including streaming the contents on the media, directing a learner down a specific path of learning outcomes. Blended learning, as a more learner-centered educational approach, allows for communication, collaboration and interaction [39][40][41], as well as flexibility for the instructor to overcome the drawbacks of the unilateral transfer of information, lack of interaction, isolation, etc. [42].…”

Section: Blended-learning and Mixed Contentsmentioning

confidence: 99%

A Study on the Instructor Role in Dealing with Mixed Contents: How It Affects Learner Satisfaction and Retention in e-Learning

Lee

Taegoo

2018

Sustainability

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Abstract:The information and communication technology has become an indispensable part of modern education. The paradigm shift in the educational environment makes the instructors recollect the traditional roles in classroom education and adjust their responsibilities to accommodate a transformed pedagogy and learner expectations. This paper aims at the instructor's role in on-line education and studies how the instructor affects the learner satisfaction via the instructor involvement. Modifying the information system success model, the learning-environment qualities are rearranged into two-tiered formats-rigid and flexible contents-depending on the instructor's manageability. A partial least square analysis was used to examine the structural relationship among rigid and flexible contents qualities (i.e., technology-assisted learning-environment qualities), learner satisfaction, and learner retention, and found that the instructor involvement had a moderating effect on flexible contents qualities (test and activity); further, the moderating effect of instructor is captured as high involvement in tests and low involvement in activities. Consequently, this paper confirms the relationship between learning-environment qualities, learner satisfaction, and instructor involvement. Empirically, the instructor role in on-line education and the degree of instructor involvement in higher education are substantiated; the result of this study will also contribute to e-learning design or content delivery system development in a practical way.

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“…However, as suggested by Khine and Lourdusamy (2003), it is important to include an element of face to face instruction in any Blended learning delivery. Participant responses indicated that the face to face component was valuable in supporting the online delivery of learning.…”

Section: Resultsmentioning

confidence: 99%

The Potential of E-Learning in Meeting the Needs of Migrant Communities

Alasraj

Alharbi

2015

International Journal of Education and Practice

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Blended learning approach in teacher education: combining face‐to‐face instruction, multimedia viewing and online discussion

Cited by 50 publications

References 1 publication

Students' Learning Outcomes in Massive Open Online Courses (MOOCs): Some Suggestions for Course Design

Students' Learning Outcomes in Massive Open Online Courses (MOOCs): Some Suggestions for Course Design

A Study on the Instructor Role in Dealing with Mixed Contents: How It Affects Learner Satisfaction and Retention in e-Learning

The Potential of E-Learning in Meeting the Needs of Migrant Communities

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