Critical Review of the Blended Learning Models Based on Maslow’s and Vygotsky’s Educational Theory

Chew, Esyin; Jones, Norah; Turner, David A.

doi:10.1007/978-3-540-85170-7_4

Cited by 46 publications

(37 citation statements)

References 17 publications

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“…It is increasingly common the use of virtual courses that complement faceto-face education with digital content through Blending-Learning or hybrids methodologies (Cabero-Almenara et al, 2013;Chew et al, 2008;Gikandi et al, 2011). The need to use student-centered methodologies and make learning spaces more flexible are strong reasons for promoting Blending-Learning spaces for teaching.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

Evaluating Classroom Innovations for Motivation and Learning: Principles of Microeconomics Specific Course Case

2017

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The objective of this research is piloting and evaluating the introduction of teaching innovations for better learning in a general microeconomics course for undergraduate students. The assessment is based on the Self Determination Theory and student-centered methodologies (SDT) (Deci and Ryan, 1985;Deci et al., 1991a), which remark the individual motivation as crucial for learning. The piloting of the instrument was implemented with a sample of 323 students grouped into 14 classes, giving evidence that the most relevant course problem is that students do not feel that what they are learning is really useful in their specific professions, despite the fact that they agree with the importance to know about such topics. This piloting allowed us to validate the used instrument which implements two psychometric scales: Knowledge transfer and self-determination scales. The impact evaluation was implemented for a sample of 204 students, distributed in treated and control groups. The assignment of students to treatment is random. Results provide evidence that the intervention significantly improves the self-determined motivation as well as the academic performance of students, although in a modest magnitude.

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Section: Theoretical Frameworkmentioning

confidence: 99%

Evaluating Classroom Innovations for Motivation and Learning: Principles of Microeconomics Specific Course Case

2017

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“…Hvad angår det didaktiske design, så har Chew, Jones & Turner (2008) foretaget et kritisk review af 4 overordnede modeller for BL. De finder, at enhver implementering af modeller for BL nødvendigvis må medtaenke paedagogisk teori og pointerer, at laeringsomgivelsernes sociale interaktioner, kommunikation og kultur er en essentiel del i designet af BL.…”

Section: State Of the Artunclassified

Engagerende didaktiske design i blendede læringsrum – et grundlag for facilitering af læreprocesser

Konnerup

Dau

2016

LOM

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Abstrakt Med udgangspunkt i to cases, fra henholdsvis et forløb fra en professionsuddannelse og et forløb fra en masteruddannelse i ikt og læring, begge designet som Blended Learning, adresserer vi den retoriske problematik, der ligger i begrebet BL. Vi skelner mellem didaktik og læring, hvor didaktik forstås som undervisningstilrettelæggelse, gennemførelse og evaluering, og læring forstås som en proces, der involverer en mental og/eller kropslig ændring afhængig af samspillet med det omgivende fysiske og sociale læringsrum. Dermed lægges op til en læringsøkologisk tænkning, hvor entiteter i de virtuelle og fysiske miljøer motiverer til forskellige aktiviteter. Forskningsspørgsmålet som stilles er: Hvilke didaktiske design i de blendede læringsmiljøer motiverer studerendes engagement, og hvad betyder fællesskabet i fysiske og virtuelle miljøer for dette engagement? De to cases afslører, hvorledes didaktisk design nødvendigvis må facilitere etableringen af forpligtende fællesskaber, gennem de studerendes engagement. Abstract Based on two case studies of Blended Learning (BL) courses in higher education; a university college education and a master's programme at a university, we will discuss the concept of Blended Learning. We distinguish between the teachers learning design and the students learning processes, where the teacher learning design includes planning, implementation and assessment, and learning includes a mental and/or an embodied change or development. We introduce a learning ecological thinking where entities in the virtual and physical environments motivate different activities. The research question addressed is; which learning design of Blended Learning encourages student involvement in the learning process, and what influence does the community in physical and online environments have for the commitment among the participants? The two cases reveal how educational design must necessarily facilitate the establishment of binding communities through the students’ engagement.

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“…Así lo podemos observar en distintas revisiones encontradas que se centran, por ejemplo, en los factores que condicionan los cambios institucionales (White, 2007), en la parte tecnológica representada por las plataformas de enseñanza virtual (Fernández, Gil, Palacios & Devece, 2011) o en la parte que implica el diseño metodológico e instruccional de las experiencias (Cheung, Lam, Lau & Shim, 2010;Gikandi, Morrow & Davis, 2011;Chew, Jones & Turner, 2008). Debemos decir que hemos encontrado que esta última faceta es la más ampliamente revisada e investigada cubriendo temas como el diseño instruccional, la evaluación formativa en entornos virtuales o los modelos desarrollados basados en teorías de aprendizaje.…”

Section: Conclusionesunclassified

Lecciones aprendidas de estudios sobre blended-learning en instituciones de Educación Superior

Sánchez

2014

EDMETIC

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Lecciones aprendidas de estudios sobre blended-learning en instituciones de Educación Superioredmetic Resumen:En este artículo revisamos una de las modalidades que más auge está teniendo últimamente en las instituciones universitarias: el blended-learning. Las aportaciones de las tecnologías de la información y la comunicación al mundo educativo y las necesidades que se plantean en las universidades europeas en la construcción del Espacio Europeo de Educación Superior parecen ser un escenario adecuado para el desarrollo de experiencias formativas de blended-learning. En este artículo recorreremos algunos conceptos importantes para la comprensión del blended-learning como modalidad formativa y repasaremos algunas de las investigaciones que se han realizado en torno al tema para estudiar de una manera más completa y profunda las repercusiones de la utilización de estos modelos en las instituciones de Educación Superior. Palabras claves: blended-learning, enseñanza superior, investigación. Abstract:In this paper, we review one of the most spreading learning modalities at the moment: blended-learning. The contribution of Information and Communication Technologies to the educational world and the needs in the European Higher Education Area seem to introduce the best scenario for the developing of blended learning experiences. In this paper, we go through some important concepts for the understanding of blended-learning as formative modality. After that, we review some researches carried out around this topic in order to study in a wider and deeper way the effect of using these models in Higher Education institutions.

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Critical Review of the Blended Learning Models Based on Maslow’s and Vygotsky’s Educational Theory

Cited by 46 publications

References 17 publications

Evaluating Classroom Innovations for Motivation and Learning: Principles of Microeconomics Specific Course Case

Evaluating Classroom Innovations for Motivation and Learning: Principles of Microeconomics Specific Course Case

Engagerende didaktiske design i blendede læringsrum – et grundlag for facilitering af læreprocesser

Lecciones aprendidas de estudios sobre blended-learning en instituciones de Educación Superior

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