Converting a large lecture class to an active blended learning class: why, how, and what we learned

Godlewska, Anne; Beyer, Wanda; Whetstone, Scott; Schaefli, Laura; Rose, John; Talan, Breah; Kamin-Patterson, Sean; Lamb, Christopher; Forcione, Melissa

doi:10.1080/03098265.2019.1570090

Cited by 28 publications

(14 citation statements)

References 50 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…From week one to week 12, lecturers executed their teaching plans with all the learning activities that were linked to assessments like online weekly quizzes, group assignments, and midterm tests to engage students more seriously with course content (Godlewska et al, 2019). Here, they could choose a variety of commonly used blended teaching tools such as a blog or forum, online laboratory experiments, discussion groups, and videos.…”

Section: Methodsmentioning

confidence: 99%

An Analysis of Discipline and Personality in Blended Environments

Chang-Tik

2020

CJLT

View full text Add to dashboard Cite

The purpose of the study is to investigate the interaction between discipline and personality in a blended classroom using the community of inquiry model. To this end, a factorial ANOVA is used to determine the main effects of the high and low of each personality trait as well as the four different clusters of discipline on the presences. The study used a non-experimental design to gather data. A total of 12 lecturers and 408 students from three institutions were involved. The results indicate that there is a significant difference in teaching presence between the hard-applied and hard-pure as well as the hard-applied and soft-pure disciplines only for the conscientiousness personality. Correspondingly, there is a significant difference in social presence between the hard-applied and soft-pure disciplines across all the five personality traits. However, there is no significant difference in cognitive presence for all the discipline clusters across all the personality traits.

show abstract

Section: Methodsmentioning

confidence: 99%

An Analysis of Discipline and Personality in Blended Environments

Chang-Tik

2020

CJLT

View full text Add to dashboard Cite

show abstract

“…The second line of identified research included papers focusing on the application of blended learning models in higher education environments that could serve as examples for institutions and faculty members interested in implementing BL. Some case studies praised the benefits of participatory design and persuasive technology for the development of blended learning courses [43], while others focused on analyzing the limitations, obstacles, and challenges of pilot programs and courses [44][45][46][47]. Some of the obstacles mentioned include the limited technological skills of older faculty members, the time required to develop online materials, the fear of failure, the lack of complete tutorials for each platform, problems related to registration and access, and institutional culture.…”

Section: Analysis Of Models Designs and Developmentmentioning

confidence: 99%

“…However, the success of is conditioned by a variety of contextual aspects. For example, one study [47] showed that the greatest obstacle to the development and maintenance of BL was existing institutional culture. Other important factors contributing to success were found to be device suitability, accessibility, and usability [75].…”

Section: Agents' Evaluationmentioning

confidence: 99%

Mapping of Scientific Production on Blended Learning in Higher Education

et al. 2021

View full text Add to dashboard Cite

Blended learning is a set of pedagogical strategies and practices that are closely related to the emergence of new technologies in society and in higher education. They are characterized by a combination of face-to-face and online learning that integrates a variety of materials in the teaching and learning process. The aim of our research was to analyze scientific production on this topic using two prestigious international databases: Scopus and Web of Science (WOS). A bibliometric study was conducted on 508 papers, and content analysis was performed on 119 openly accessible publications. Results show that blended learning is being applied in all scientific and professional spheres. This learning model is praised for its positive impact on motivation and learning effectiveness, as well as for promoting student autonomy. With respect to content, it is worth noting that many authors observe that methodological success is related to cultural context and access to devices and materials. Furthermore, it is suggested that greater methodological diversity is preferable to a single hegemonic approach. In short, the present paper contributes to the educational community by shedding light on how blended learning is being implemented and its impact on higher education.

show abstract

“…There is an extensive literature on distance learning, rapid improvisation of educational provision during times of crisis and on comparing online learning environments compared to proximate leaning (Collings et al, 2019;Godlewska et al, 2019;Tang et al, 2020). The gap that is addressed in this paper is the challenge of combining online with proximate learning in real-time.…”

Section: Blended Learning: Proximate Versus Online Engagement and Inc...mentioning

confidence: 99%

“…The emphasis in the existing literature has been placed on managing the interface between asynchronous and synchronous online teaching (Murphy, 2011;Bryson and Andres, 2020). This includes the literature on blended or hybrid learning which involves learning and teaching that combines online educational resources and interactions with more traditional face-to-face learning encounters (Godlewska et al, 2019). The terms 'hybrid' and 'blended' learning are used interchangeably in the literature, but the term hybrid tends to be associated with a higher proportion of online activity.…”

Section: Blended Learning: Proximate Versus Online Engagement and Inc...mentioning

confidence: 99%

Combining proximate with online learning in real-time: ambidextrous teaching and pathways towards inclusion during COVID-19 restrictions and beyond

Thomas

Bryson

2021

Journal of Geography in Higher Education

View full text Add to dashboard Cite

COVID-19 forced universities to engage in rapid improvisation and adoption of online learning and teaching. This paper explores 'real-time blended' learning in which online students are taught simultaneously with students who are experiencing proximate learning.Two cliques could develop with those learning online becoming observers rather than participants in an active learning process. This paper is based on action-based research to develop an inclusive approach to simultaneous teaching of proximate and online students. This approach includes alterations in classroom layout, the equipment used, facilitating varying modes of social interaction and the role of communication. Effective teaching requires continual minor modifications to teaching design and delivery. This represents an ambidextrous approach to teaching in which teachers focus on the immediate co-creation of student experiences, but also identify cues which are used to adjust the ways in which they engage with a student cohort over the course of delivering a module. Module evaluation becomes an ongoing process in which alterations are made in real-time and to subsequent learning encounters with students. The paper evaluates student performance and concludes that the approach went some way towards ensuring equality of the student experience between those learning online and those proximate with the lecturer.

show abstract

Converting a large lecture class to an active blended learning class: why, how, and what we learned

Cited by 28 publications

References 50 publications

An Analysis of Discipline and Personality in Blended Environments

An Analysis of Discipline and Personality in Blended Environments

Mapping of Scientific Production on Blended Learning in Higher Education

Combining proximate with online learning in real-time: ambidextrous teaching and pathways towards inclusion during COVID-19 restrictions and beyond

Contact Info

Product

Resources

About