Design and evaluation of two blended learning approaches: Lessons learned

Cheung, Wing Sum; Hew, Khe Foon

doi:10.14742/ajet.896

Cited by 62 publications

(42 citation statements)

References 15 publications

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“…Moreover, as students can initiate the discussion and build on the ideas of others, their epistemic agency (Scardamalia 2002) is important, which is consistent with the finding that a beneficial effect of BL is the development of students as independent learners (Snodin 2013). Compared to synchronous discussion that requires the co-presence of students at the same time, asynchronous discussion allows more flexibility for students to regulate their own pace of learning and have time for reflection, and is hence preferred by more instructors (Cheung and Hew 2011).…”

Section: Use Of Online Discussion In Blsupporting

confidence: 58%

“…One popular online component that can be found in the BL literature is the use of a computer-mediated platform for students to conduct asynchronous discussion (e.g. Chen and Looi 2007;Cheung and Hew 2011;Graham 2006). From a social constructivist approach (Vygotsky 1978), online discussion allows students to negotiate ideas and construct knowledge together, which are facilitative to their learning (Gunawardena, Lowe, and Anderson 1997).…”

Section: Use Of Online Discussion In Blmentioning

confidence: 99%

“…Although the use of online discussion is popularly found in BL (e.g. Chen and Looi 2007;Cheung and Hew 2011;Graham 2006), there are other online and computermediated learning activities that can be employed, such as computer simulation and mobile technology. Future studies can explore more cases with the use of other online learning elements.…”

Section: Limitations and Further Studiesmentioning

confidence: 99%

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Design principles for the blend in blended learning: a collective case study

Lai

Lam

Lim

2016

Teaching in Higher Education

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This paper reports on a collective case study of three blended courses taught by different instructors in a higher education institution, with the purpose of identifying the different types of blend and how the blend supports student learning. Based on the instructors' and students' interviews, and document analysis of course outlines, two major principles, consolidation and extension, differentiating the design of the three courses, are identified. The consolidation principle emphasises designing different types of activities for students to think again, so that their knowledge can be consolidated. The extension principle emphasises the extension of the space of learning and catering the diverse needs of students. There are also design principles commonly found, with the emphases on student autonomy, interaction and feedback, and the awareness of student diversity. The findings contribute to the design of blended learning, especially on how the face-to-face and online components can be combined. ARTICLE HISTORY

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Section: Use Of Online Discussion In Blsupporting

confidence: 58%

Section: Use Of Online Discussion In Blmentioning

confidence: 99%

Section: Limitations and Further Studiesmentioning

confidence: 99%

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Design principles for the blend in blended learning: a collective case study

Lai

Lam

Lim

2016

Teaching in Higher Education

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“…what training and development is there, these are the things that probably will make a better blended environment'. Further, apart from the use of technology, students need to be trained in their role as BL learners (Cheung and Hew 2011). Hence, as the higher standard for this criterion (Standard C on Table 2) states, students' technical capabilities should be identified in order for the appropriate training resources to be provided for using the online tools effectively.…”

Section: Supportmentioning

confidence: 99%

A blended learning framework for curriculum design and professional development

Mirriahi

Alonzo

Fox

2015

Research in Learning Technology

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The need for flexibility in learning and the affordances of technology provided the impetus for the rise of blended learning (BL) globally across higher education institutions. However, the adoption of BL practices continues at a low pace due to academics' low digital fluency, various views and BL definitions, and limited standards-based tools to guide academic practice. To address these issues, this paper introduces a BL framework, based on one definition and with criteria and standards of practice to support the evaluation and advancement of BL in higher education. The framework is theoretically underpinned by the extant literature and supported by focus group discussions. The evidence supporting the criteria and standards are discussed with suggestions for how they can be used to guide course design, academic practice, and professional development.

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“…One reason is that studies of online PD utilize the same measures of effectiveness as in-person PD, such as qualitative data to understand interactions online like the sense of community among participants, or evaluate the effectiveness of the online learning environment (Cheung & Hew, 2011;Chitanana, 2012;Hew & Knapczyk, 2007;Parker, Maor, & Herrington, 2013). In these studies authors use mainly textual information and make use of the online environment as a means for intervention and a data collection point.…”

Section: Adding Value To Online Professional Development Research Thrmentioning

confidence: 99%

Exploring Methodologies for Utilizing Click-Track Data Using Educational Data Mining and Evidence Centered Design in Online Professional Development Environments

Uguz¹

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The opportunities for delivering effective PD has dramatically increased with the recent growth of web application capabilities. However, our methodologies for making meaningful inferences about these digital learning environments have remained limited.This dissertation argues that valid measurements of research constructs in online PD environments require three components to be successful: 1) a methodology for reliably recording user behavior, 2) an assessment framework for building the connection between constructs and observable behavior and 3) a statistical analysis approach that provides post-hoc methodologies for recognizing patterns in the observable behavior. The first manuscript in this dissertation conducts a review of the literature on methods used in a sample of existing studies and suggests that a combination of click-track data as the methodology for recording user behavior, Evidence Centered Design (ECD) as the assessment framework and Educational Data Mining (EDM) as the statistical analysis approach has the potential to provide insights in online PD environments. The second manuscript uses EDM methodologies to investigate construct assumptions and user behavior patterns through click-track data. The third manuscript uses a combination of ECD and EDM methodologies to build a measure for evaluating teacher engagement in an online PD environment. The dissertation provides case studies for the use of these combined methodologies, which show promise as a viable strategy for researching and understanding online PD environments. Insights and limitations of using click-track data and directions for further research Domain Modeling For The Main Aspects of the Domain Analysis are also discussed.Curriculum,

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Design and evaluation of two blended learning approaches: Lessons learned

Cited by 62 publications

References 15 publications

Design principles for the blend in blended learning: a collective case study

Design principles for the blend in blended learning: a collective case study

A blended learning framework for curriculum design and professional development

Exploring Methodologies for Utilizing Click-Track Data Using Educational Data Mining and Evidence Centered Design in Online Professional Development Environments

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