Blended Learning Tools and Practices: A Comprehensive Analysis

Kumar, Adarsh; Krishnamurthi, Rajalakshmi; Bhatia, Surbhi; Kaushik, Keshav; Ahuja, Neelu Jyothi; Nayyar, Anand; Masud, Mehedi

doi:10.1109/access.2021.3085844

Cited by 108 publications

(73 citation statements)

References 124 publications

(120 reference statements)

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“…Llegó incluso a ser definido como una "mezcla de entornos presenciales y no presenciales" (Bartolomé-Pina, 2004) . Dicha combinación permite aprovechar las ventajas de la docencia presencial -contacto directo con el profesorado y alumnado, una interacción más sencilla, el fomento del trabajo en equipo, una participación más activa y facilidad en la provisión de una atención personalizada debido al contacto directo-y la docencia online -más flexibilidad para el alumnado, más información disponible sobre el proceso de aprendizaje, nuevas habilidades como el trabajo autónomo- (Hockly, 2018;Kumar et al, 2021;Smith & Hill, 2019;Tayebinik & Puteh, 2013).…”

Section: Blended Learningunclassified

Consolidación de la innovación docente en la etapa universitaria

Lera

Cantarero

Pascual-Sáez

2022

REIRE

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Introducción: La crisis sanitaria generada por la COVID-19 tuvo importantes repercusiones a todos los niveles y supuso diversos retos educativos, siendo el más relevante la suspensión de clases presenciales. El objetivo principal de este trabajo es analizar la implantación y futura consolidación postCOVID-19 del blended learning. Método: Entre los nuevos métodos docentes se encuentran las clases online, la organización de webinars impartidos por expertos del ámbito económico y empresarial, seminarios impartidos por los propios alumnos, el fomento de debate en foros y chats a través de Moodle. Resultados: Algunos puntos positivos para el alumnado son los siguientes: mejora global de los resultados, mayor profundización en los conocimientos adquiridos, mejora de la capacidad de debate y aprendizaje activo y cooperativo, creación de redes de networking que permiten la colaboración entre alumnos y agentes externos al ámbito universitario. No obstante, se detectan desigualdades en el acceso a la tecnología y problemas de incompatibilidad de horarios y tareas. Discusión: Los resultados muestran una mejora de los resultados académicos y satisfacción generalizada. Como reto fundamental queda la consolidación de estos métodos teniendo en cuenta que en ocasiones suponen un trabajo extra para el alumnado y la desigualdad en el acceso a la tecnología.

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Section: Blended Learningunclassified

Consolidación de la innovación docente en la etapa universitaria

Lera

Cantarero

Pascual-Sáez

2022

REIRE

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“…This essentially simple model presents a real challenge when students are scattered around the world. To solve this problem, some institutions have opted for blended models [8][9][10], in which the students attend the lectures remotely but must attend a minimum number of face-to-face laboratory sessions where these skills are practiced. However, this system does not offer a completely online modality and forces the student to physically appear in a specific place, losing the advantages of flexibility and zero mobility.…”

Section: Introductionmentioning

confidence: 99%

Case of Study in Online Course of Computer Engineering during COVID-19 Pandemic

Lamo

Perales

de-la-Fuente-Valentín

2022

Electronics

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Practical activities and laboratories, where the students handle hardware devices, are an important part of the curriculum in STEAM degrees. In face-to-face learning, the students go to a specific classroom where the hardware is available. However, laboratories are one of the challenges of distance education, due to the impossibility of the students attending classes at a certain place. This is especially relevant since the COVID-19 pandemic, thanks to the increase of students enrolled in distance education. Different approaches to tackle this problem have been adopted, ranging from mixed models where lectures are online but physical attendance to laboratories is required to purely virtual models where virtual worlds or augmented reality have been used to simulate the real hardware. This paper presents the case of study of a flexible laboratory for the use of Arduino in a Computer Technology course with 153 students, geographically distributed in Spain and Latin America. The goal of the case study is to study the impact of such a flexible laboratory in the course, based on four fundamental parameters: student access to the online lectures, participation in the course and marks obtained, and satisfaction surveys. The results show that students have increased their marks by 28.8% and their class attendance by 247.18%, doing more elaborate and complex work than in previous courses. Therefore, it is considered that they have satisfactorily integrated the knowledge acquired during the subject, and the projects with Arduino in Computer Technology have an impact on the flexibility and personalization of the education, motivate students and increase its educational productivity and effect on the quality of education, influencing the learning experience.

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“…Combining traditional face‐to‐face classes with e‐learning experiences, blended learning creates a very attractive and fair environment [23]. The Corona pandemic and the strict closure measures that followed had a great impact on education, especially the disciplines that rely heavily on active practical learning, which led to the need for the development of new ways to continue teaching [1].…”

Section: Introductionmentioning

confidence: 99%

Design and implementation of a microcontroller training kit for blend learning

Mahmood

Ahmed

Mahmood

2022

Comp Applic In Engineering

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Today, microcontrollers are of paramount importance in various aspects of life. They are used for design in many industrial fields from simple to highly complex devices. With a COVID-19 crisis going on, blending learning is the ideal solution for a post-pandemic society. This paper proposes a blended learning system as a solution to address today's problem in teaching microcontroller courses through collaboration between distance learning with the proposed training toolkit for real work. Implementation of the proposed solution began by constructing an inexpensive training kit (100$), to empower all students, even those in remote rural areas. The distance learning model allows the simulation of the proposed IoT projects electronically anywhere and at any time using the Proteus design suite, which helps students to conduct them before the actual laboratory appointment. Two learning models are programmed in assembly language which is directly related to the internal architecture of the microcontroller and provides access to all the real capabilities of its central processing unit. To get acquainted with all the features offered by the microcontroller integrated circuit, various IoT projects were constructed, each one dedicated to learning its architecture features, important to engineering students. The proposed IoT systems operate with a minimum consuming power that is very important for portable devices.Questionnaire questions for students were formulated to measure the proposed system benefit over three academic years.

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Blended Learning Tools and Practices: A Comprehensive Analysis

Cited by 108 publications

References 124 publications

Consolidación de la innovación docente en la etapa universitaria

Consolidación de la innovación docente en la etapa universitaria

Case of Study in Online Course of Computer Engineering during COVID-19 Pandemic

Design and implementation of a microcontroller training kit for blend learning

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