Bringing Online Learning to Campus: The hybridization of teaching and learning at Brigham Young University

Waddoups, Gregory L.; Howell, Scott L.

doi:10.19173/irrodl.v2i2.52

Cited by 30 publications

(11 citation statements)

References 11 publications

(2 reference statements)

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“…Discussion board on Blackboard could also be used to create opportunities for interactions between learners-learners and instructor-learners. The activities created should also supplement and not overload the students as it has been reported that E-learning often suffers from making large amounts of information available for students to absorb independently [15].…”

Section: University's Blended Learning Initiativesmentioning

confidence: 99%

Academics and Learners’ Perceptions on Blended Learning as a Strategic Initiative to Improve Student Learning Experience

Ying

Yang

2016

MATEC Web Conf.

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Abstract. The increasingly tighter shift of socio-economic constraints on higher education sectors in the recent years has called for greater flexibilities in student learning experience both locally and abroad. To this end, we have recently implemented a Blended Learning Initiative in an attempt to provide better learning support and greater flexibility to our students. This initiative is also in line with the University's aim of having 50% of our learning and teaching delivered on-line by 2020. In this report, we present our findings on academics and learners' perceptions on the approach which were obtained through surveys. Results showed that blended learning approach was new to the academics and the factors for successful blended learning implementation were identified. Results also showed that learners appreciated the approach as it made learning more accessible and flexible. Furthermore, they also enjoyed the interesting online activities incorporated into their units. In addition, learners were also able to review and pace their own learning. They also perceived that they have the access to the resources and technical ability to cope with online learning materials and activities. Nonetheless, the survey also revealed that learners still prefer to have academics delivering information to them directly rather than a flipped classroom model. In conclusion, findings from this study provide insights that blended learning could be effective to supplement courses offered by the faculty.

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Section: University's Blended Learning Initiativesmentioning

confidence: 99%

Academics and Learners’ Perceptions on Blended Learning as a Strategic Initiative to Improve Student Learning Experience

Ying

Yang

2016

MATEC Web Conf.

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“…Learner authority means the combination of freedom, power and legitimacy (Goodman, 2010). Critics of traditional e-learning systems emphasise that they completely lack student authority (Waddoups & Howell, 2002). In terms of BL, learners might choose when, how and why completing tasks.…”

Section: Learner Authoritymentioning

confidence: 99%

Learner Responsibility and Homework Quality in Secondary EFL Blending

Fekete¹

2017

Képzés és gyakorlat

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IntroductionIt is unquestionable that we live in the age of technology. Being a teacher trainee, no sooner had I entered the classroom than I realised that banning gadgets in the classroom would not be possible. What is more, not only would it be impossible, but a very foolish thing to do, seeing how much students are attached to them.I immediately became interested in what we can achieve together with my students involving technology and the Internet in our classroom. Having had some previous experience with blended learning systems, thinking about my fields of interest, out of a sudden I realised that I am truly curious if using the Internet and reflecting on students' needs in the classroom can accelerate or contribute to making their learning more focused.I wished to mix online and face-to-face education, and I ended up mixing the possibilities of the language school I was teaching at and the students I taught during my teacher training practice. Owing to the generosity of my colleagues at the language school,

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“…-increase in the level of active learning strategies used (Collis, 2003;Morgan, 2002); the learner rather than the teacher becomes the center of the learning process (Hartman, Dziuban, &Moskal, 1999;Morgan, 2002); -peer-to-peer learning gets greater emphasis (Collis, 2003); -flexibility in meeting individual differences and learning styles increased mentoring of individual learners (Voci& Young, 2001;Waddoups& Howell, 2002); -the possibility of social interaction and easy communication with distant experts, mentors, professionals, or peers (Levine & Wake, 2000); -increased access and convenience to instructional materials (Collis, 2003;Morgan, 2002;Singh & Reed, 2000); -reducing learning costs compared to other learning systems (Bersin& Associates, 2003;Singh & Reed, 2001); -using instructional technology tools and applications in the process of design, implementation and utilization of instructional materials (Driscoll, 2002;Dziuban, Hartman, &Moskal, 2004;Rossett, 2002;Thomson, 2002); and -disseminating of knowledge through internet which eliminates information technology literacy (Graham, 2004;Driscoll, 2002).…”

Section: Why Blending?mentioning

confidence: 99%

The Effect of Designing a Blended Learning Environment on Achievement and Deep Learning of Graduate Students at the Arabian Gulf University

Nouby¹,

Alkhazali²

2017

International Conference on Education

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Abstract:The present study aimed to investigate the effect of designing a blended learning environment on achievement and deep learning of the Arabian Gulf university students in a design and presentation of instructional materials' graduate course. A blended learning environment was designed to provide opportunity for integrating the learning management system "moodle" with face-to-face classroom interaction. To investigate research questions, a quasi experimental design was used. The study sample consisted of 19 male and female graduate students pursuing their studies at the "Distance Teaching and Training Program" in the College of Graduate Studies. To explore the extent to which students learnt the course content, an achievement test was used. A deep learning scale was also used to investigate the depth of learning acquired by students who studied the course content through the blended learning environment. Results of the study showed that students' scores on the post application of the achievement test were improved. No statistically significant differences were found between students' mean scores in the pre and post applications of the depth of learning scale. However, mean of students' scores in the post application of the depth of learning scale was noticed to be slightly higher than that of the pre application. Such higher mean might represent slight improvement in the depth of learning among students.

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Bringing Online Learning to Campus: The hybridization of teaching and learning at Brigham Young University

Cited by 30 publications

References 11 publications

Academics and Learners’ Perceptions on Blended Learning as a Strategic Initiative to Improve Student Learning Experience

Academics and Learners’ Perceptions on Blended Learning as a Strategic Initiative to Improve Student Learning Experience

Learner Responsibility and Homework Quality in Secondary EFL Blending

The Effect of Designing a Blended Learning Environment on Achievement and Deep Learning of Graduate Students at the Arabian Gulf University

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