Blended learning: communication, locations and work-life practices

Moe, Carl Erik; Rye, Ståle Angen

doi:10.1080/09523987.2011.607320

Cited by 3 publications

(1 citation statement)

References 26 publications

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“…However, the face-to-face mode, with its high affordance of discussion, role play and interpersonal interaction, showed not only human connection and spontaneity as strengths, but also depth of reflection (one of the strengths of online discussion), thus, to some degree making up for the absence of human interaction in the online mode. This balance of strengths between the face-to-face and online modes is similar to the conclusion that Moe and Rye (2011, p. 177) make from a blended learning case study of managers, that “blended learning has to be approached in a relational way, where the strength and weakness of one component are manifest through its relation to other components.” This was the case in the BWL program in this study, with the online and face-to-face components seen to be complementary in fostering engagement beyond what would have been achieved by either of the individual components in isolation.…”

Section: Discussionsupporting

confidence: 69%

Blended workplace learning: the value of human interaction

Hewett

Becker

Bish

2019

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Purpose The purpose of this paper is to study the use of blended learning in the workplace and questions whether interpersonal interaction facilitates learner engagement (specifically behavioral, cognitive and/or emotional engagement), and if so, the means by which this occurs. Design/methodology/approach A qualitative approach was taken to this exploratory study, a single-case study design was utilized, and data collection methods involved interviews with facilitators and past participants of a blended workplace learning (BWL) program. Findings Human interaction in the BWL program included learner–facilitator, learner–learner and learner–colleague interaction. Where human interaction was present, it was reported to be linked with more active behavioral engagement, higher cognitive engagement and stronger and more positive emotional engagement than where human interaction was absent. Research limitations/implications The single-case study design does not allow for generalizability of findings. Reliance on self-reported data through interviews without cross-validation from other forms of measurement is a further limitation of the study. Practical implications Effective blended learning programs for workplaces are those that provide opportunities for learners to engage through human interaction with facilitators, other learners and colleagues. The findings advance current knowledge of BWL, and have implications for human resource development professionals, and designers and facilitators of blended learning programs for workplaces. Originality/value The study contributes to existing literature on blended learning in the workplace and emphasizes the importance of ensuring that human interaction is still an element of blended learning to maximize the benefits to learners and organizations.

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Section: Discussionsupporting

confidence: 69%

Blended workplace learning: the value of human interaction

Hewett

Becker

Bish

2019

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Teacher Attitudes toward Alternative Professional Development in Geography

Brysch

2020

Journal of Geography

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Implementation of the blended learning model in the study of mathematical disciplines

Білоус¹

2020

EETECS

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The introduction of various information technologies into the learning process remains relevant. Higher schools are developing new forms and methods of teaching, focused on the use of computer Internet technologies. In the context of informatization of the education sector, the introduction of blended learning, as one of the varieties of e-learning, is best suited to the task of forming the cultural and professional competences of the future engineer. Blended learning technology has significant didactic capabilities and is characterized by a variety of forms, methods and learning tools provided, their interactivity, different ways of interaction between the subjects of the educational process and most fully meets the specifics of the university. The features of the use of distance learning technologies for students of the day department of engineering and technical specialties are considered in the article, the use of the basic elements of the e-course is described. Elements of electronic courses introduced in the educational process are presented, one form of blended learning is described. Within the course of higher mathematics, which is taught at Sumy State University, an information and practical block was formed. The information block is presented by electronic lecture notes with a built-in dictionary, video lectures and presentations. Information from the theoretical unit of the discipline is available to the student at any time when accessing through the student's personal office. Practical block of study of mathematical discipline includes tasks for individual work, simulators, tests. The article describes the peculiarities of implementation of these elements in the educational process. It is noted that the mixed approach to learning gives more interactivity and stimulates active learning, motivates students to educational and cognitive activity, allows to develop skills of independent learning, promotes the development of creative thinking and search for non-standard solutions. The introduction of electronic control elements of training (tests, tasks for joint performance, etc.) allows the teacher to get rid of the routine work of checking the intermediate learning result. Electronic systems allow you to do this quickly, efficiently, impartially. Conclusions have been made regarding the effectiveness of introducing blended learning into the learning process.

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Blended learning: communication, locations and work-life practices

Cited by 3 publications

References 26 publications

Blended workplace learning: the value of human interaction

Blended workplace learning: the value of human interaction

Teacher Attitudes toward Alternative Professional Development in Geography

Implementation of the blended learning model in the study of mathematical disciplines

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