Blended university teaching using virtual learning environments: conceptions and approaches

Lameras, Petros; Lévy, Pierre; Paraskakis, Iraklis; Webber, Sheila

doi:10.1007/s11251-011-9170-9

Cited by 75 publications

(60 citation statements)

References 13 publications

(10 reference statements)

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“…A research gap exists when evaluating the approaches to teaching and learning in a blended learning environment. An example of a research in this area would be exploring approaches to teaching and learning when using a Virtual Learning Environment (VLE)s (Lameras, Levy, Paraskakis, & Webber, 2012). There is a significant research potential in this area; approaches to learning have been heavily researched in a traditional classroom setting and developing this phenomenon further in a blended learning environment is relevant in assessing its importance and effect it might have on teaching and learning.…”

Section: Blended Learning and Massive Open Online Coursesmentioning

confidence: 99%

Integrating MOOCs in traditionally taught courses: achieving learning outcomes with blended learning

Bralić

Divjak

2018

Int J Educ Technol High Educ

115

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It has been several years since Massive Open Online Courses (MOOC) have entered the higher education environment and many forms have emerged from this new way of acquiring knowledge. Teachers have been incorporating MOOCs with more or less success in a traditional classroom setting to support various learning preferences, introduce this new way of learning to students, and to make learning available to those who might not be able to follow traditional instructions. This paper researches a blended learning model where a MOOC has been integrated in a traditional classroom. A learning outcomes based approach was implemented, that supported a balanced student workload. Qualitative approach was used to analyse students' learning diaries. Based on this research, benefits of integrating a MOOC with classroom based teaching were identified, as well as barriers that can hinder the successful implementation. Recommendations for teachers are provided.

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Section: Blended Learning and Massive Open Online Coursesmentioning

confidence: 99%

Integrating MOOCs in traditionally taught courses: achieving learning outcomes with blended learning

Bralić

Divjak

2018

Int J Educ Technol High Educ

115

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“…The iSchool's strong links with the field of education were evident in the use (by members of the School's Education Informatics research group) of methodologies associated with that domain, namely a longitudinal cohort study of undergraduates (Levy & Petrulis, 2012); use of guided reflections by distance learning master's students (Nazari & Webber, 2011); a phenomenographic study of blended teaching and learning (Lameras et al, 2012); and an action research study (Webber, 2010). Finally, the use of a research workshop to discuss emerging findings and ideas for the remaining work with practitioners and other stakeholders (Birdi et al, 2009) shows how data gathering and research dissemination can be combined in a way that makes the research-practice connection clear and real for everyone involved.…”

Section: Methods Of Investigation and Strategies Of Inquirymentioning

confidence: 99%

Putting Research into Practice: An Exploration of Sheffield iSchool Approaches to Connecting Research with Practice

Roberts¹,

Madden²,

Corrall³

2013

lib

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The relationship between research and practice in the work of members of the University of Sheffield's Information School (iSchool) was examined through a mixed-methods study carried out in two stages. Two focus groups with doctoral students and faculty members explored motivations for undertaking research, views about the impact of research, and the role of social media in its dissemination. Personal enjoyment and pursuit of knowledge for its own sake emerged as strong motivators but were also linked with expressing professional identity and contributing something useful to practice in the field. Differing stakeholder definitions of research impact were perceived as problematic, and multiple channels of communication were advocated, including judicious use of professional and social networks. A content analysis of journal articles written by iSchool faculty collected qualitative and quantitative data on the subject matter, methodology, references, and other dimensions of published output, including statements relating the research to practice. Published outputs highlighted diversity in the methods used, demonstrated collaboration with practitioners in conducting and communicating research, and identified five distinct ways of connecting research with practice. The study concludes with ten recommendations for strengthening the research-practice relationship in library and information studies.

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“…Referencing Laurillard's (2005) descriptions of VLE use, Lameras et al (2012) conducted another study investigating blended university teaching using VLE. Findings from the study revealed four categories of VLE use; information transfer (Category A), application and clarification of concepts (Category B), exchange of ideas, as well as investigation and sharing of resources (Category C) and collaborative knowledge creation as well as development of process awareness and skills (Category D).…”

Section: Use Of a Vle In Teaching And Learningmentioning

confidence: 99%

“…Here, the teacher plays an important role as the students' digital proxy in guiding and giving responses regarding conceptual understanding of the subject. As a result, despite using the VLE to blend teaching and learning, Categories A and B are still considered to be adopting a teacher-focused, content-oriented approach (Lameras et al, 2012).…”

Section: Use Of a Vle In Teaching And Learningmentioning

confidence: 99%

“…The teacher's priority in Category C is to provide opportunities for the students to explore and express their opinions, whilst engaging with and potentially debating the topic with their peers. Category D expands the features of Category C by encouraging small group or team collaborations enroute to facilitating students into building and participating in a learning community (Lameras et al, 2012). Hence, Categories C and D shift from a teacher-focused to a student-centred approach in teaching and learning with VLE.…”

Section: Use Of a Vle In Teaching And Learningmentioning

confidence: 99%

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Understanding Teachers’ Utilisation and Impact of a Virtual Learning Environment: A Multiple-Case Study in Post-Primary Schools in Malaysia

2018

APJCECT

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In line with the vast development of information and communication technology (ICT) and the aim to increase access to education, many nations have introduced teaching and learning that are supplemented with a cloud-based virtual learning environment (VLE). This study is designed to examine the extent of VLE utilisation in Malaysian post-primary national schools. Despite profuse amount of VLE-related programmes, the Malaysian government's national audit findings reported low usage of the VLE. While previous studies have investigated reasons for the underutilisation, focus on gaining a complete understanding behind teachers' utilisation of VLE and its impact on teachers' professional practice is still limited. This research is based on a multiple-case study design, utilising interviews, classroom observations and a survey in an attempt to get a complete understanding of the topic regarding teachers' utilisation of VLE. This study explores the relationships between continuing professional development (CPD) sessions and teacher change as well as teachers' belief. Findings from this study is aimed at providing rich data that enables in-depth understanding of the topic, and that which contributes to valuable recommendations that may be used specifically to improve VLE utilisation in Malaysian post-primary national schools. The findings will also provide important reference for the general academic society regarding a case study research focusing on the utilisation and impact of VLE, especially on a nationwide implementation.

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Blended university teaching using virtual learning environments: conceptions and approaches

Cited by 75 publications

References 13 publications

Integrating MOOCs in traditionally taught courses: achieving learning outcomes with blended learning

Integrating MOOCs in traditionally taught courses: achieving learning outcomes with blended learning

Putting Research into Practice: An Exploration of Sheffield iSchool Approaches to Connecting Research with Practice

Understanding Teachers’ Utilisation and Impact of a Virtual Learning Environment: A Multiple-Case Study in Post-Primary Schools in Malaysia

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