Blended Learning: enabling Higher Education Reform

Matheos, Kathleen; Cleveland-Innes, Martha

doi:10.14244/198271992524

Cited by 25 publications

(19 citation statements)

References 3 publications

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“…Matheos said, "It is clear that the implementation of blended learning is best practice for higher education and an enabler for HER. Blended learning has the potential to facilitate improved student engagement and performance, improved design, learning outcomes, and assessment, improved retention and reduced time to degree, adaptive and competency-based learning, new literacies and collaborations, skills for lifelong learning, optimization of resources/cost reduction" (Matheos & Cleveland-Innes, 2018). The application of blended learning in universities facilitates increased student involvement and performance, improved design, learning outcomes, and assessment.…”

Section: Resultsmentioning

confidence: 99%

Lecturers' Participation in Applying Blended Learning in Islamic Higher Education in Indonesia

Shamad¹,

Wekke²

2019

ujer

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Digital-based technology has penetrated all aspects of people's lives, including in the world of education, where a learning method called blended learning emerged. This method allows learning to be done anywhere and anytime using the internet. This study aimed to determine the weaknesses and strengths of blended learning in completing curriculum curriculums and lecture programs, as well as to know whether or not the lecturers have participated in implementing it. The method used was qualitative, with a case-study approach, using instruments in the form of observations, interviews, and notes from individual experiences or behavior. The data sources were the researchers themselves, supported by outside observers. This study found that the lecturers had participated in implementing blended learning based on models.

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Section: Resultsmentioning

confidence: 99%

Lecturers' Participation in Applying Blended Learning in Islamic Higher Education in Indonesia

Shamad¹,

Wekke²

2019

ujer

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“…erefore, when designing a hybrid learning model, the principle of evaluation should always be considered, and the model should be continuously improved based on the results of evaluation and feedback [11,12].…”

Section: Evaluative Principlementioning

confidence: 99%

Evaluation of Blended Oral English Teaching Based on the Mixed Model of SPOC and Deep Learning

Yan-li

2021

Scientific Programming

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With the deep integration of “internet + education” and the continuous advancement of education reform, blended teaching has become the main method of university education reform. Blended education combines the advantages of traditional education and online education to complement each other. It not only takes advantage of the flexibility and autonomy of online education but also retains the benefits of emotional communication between teachers and students in offline education. With the increase in practical exploration of blended teaching in universities, teaching evaluation is an important part of teaching, and blended teaching evaluation should also attract attention. The purpose of this paper is to study the mixed oral English teaching evaluation based on the mixed mode of SPOC and deep learning. On the basis of analyzing the teaching design principles of the mixed mode of SPOC and deep learning and the principles of constructing the teaching evaluation after half a semester of teaching investigations conducted by the two classes of English majors, the impact of the SPOC and deep learning mixed teaching mode on students’ spoken English was studied through the method of covariance analysis. The experimental results show that the mixed teaching mode of SPOC and deep learning has been able to fully stimulate students’ interest in oral English learning and improve students’ oral English ability, critical thinking of students, ability to solve problems, group cooperation, and effective communication. Self-directed learning and self-reflection have all had a positive impact.

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“…In this case, administrators accepted the responsibility to provide clear directives as to who should lead the initiative and who should pledge team support for the overall program development. Equally important, as reported by Matheos and Cleveland-Innes (2018), is the role of developing a strategic agenda and accompanying policies in the initiative's success.…”

Section: Institutional Transition To Blended Learningmentioning

confidence: 99%

Institutional Adoption of Blended Learning: Analysis of an Initiative in Action

et al. 2020

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This instrumental case study explored some preliminary impacts of a 7-year blended learning initiative (BLI) at a medium sized Canadian university on student learning. Building on the Community of Inquiry (CoI) framework, two research questions directed the investigation: (1) What are the preliminary impacts of a BLI on student learning? (2) What are the actual lived experiences of students, professors, and administrators in a university-wide BLI? Preliminary impacts reveal that student retention appears to be greater in blended courses as opposed to traditional ones, and no significant differences were observed for student grades in the campus-wide roster of courses. Both students and instructors shared that an intentional synergy of in-class instructional practices and online activities added value to a course and had a positive impact on student learning. The viewpoints of the three key stakeholders were very different concerning themes such as motivating factors and mechanisms for support; these themes need to be taken into account and weighted carefully.

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Blended Learning: enabling Higher Education Reform

Cited by 25 publications

References 3 publications

Lecturers' Participation in Applying Blended Learning in Islamic Higher Education in Indonesia

Lecturers' Participation in Applying Blended Learning in Islamic Higher Education in Indonesia

Evaluation of Blended Oral English Teaching Based on the Mixed Model of SPOC and Deep Learning

Institutional Adoption of Blended Learning: Analysis of an Initiative in Action

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