Designed Learner Interactions in Blended Course Delivery

Lee, Reba-Anna; Dashew, Brian

doi:10.24059/olj.v15i1.183

Cited by 7 publications

(9 citation statements)

References 5 publications

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“…Brook and Oliver (2003) suggest that the learning technologies need to promote a sense of a community by enabling, supporting and facilitating group communication. Other work provides empirical evidence that the provision of communication tools that enable not only effective communication with the instructor, but also with other students, can significantly influence students' satisfaction and perceived learning (Czerkawski and Lyman, 2016; Eom and Ashill, 2016; Jaggars and Xu, 2016; Lee and Dashew, 2011; Swan, 2001). Consistent with these suggestions and findings, our results show that group communication and participation is a major influencer of satisfaction with group-based new learning methods.…”

Section: Discussionmentioning

confidence: 99%

The determinants of learner satisfaction with the online video presentation method

Al-Natour

Woo

2020

INTR

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PurposeThe purpose of this paper is to examine the determinants of learners' satisfaction with a new blended learning method, namely online video presentations.Design/methodology/approachThe study tests the proposed model using responses from 353 students who were exposed to the new method. Regression analysis was used to test the hypotheses.FindingsThe results show that both the perceived social (e.g. reduction in comparison bias) and utilitarian (e.g. presentation originality) benefits increase satisfaction with the online video presentation method, from both the creator's and the learner's perspectives.Practical implicationsThis study provides several guidelines to instructors employing blended learning methods, as well as designers of platforms that enable blended learning.Originality/valueThis study provides a model to understand the determinants of learners' satisfaction with a new blended learning method. It looks at these determinants from both the content creators' perspective and the content viewer's perspective.

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Section: Discussionmentioning

confidence: 99%

The determinants of learner satisfaction with the online video presentation method

Al-Natour

Woo

2020

INTR

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“…Through surveying college faculty members at 14 colleges and universities around the world who taught courses using a blend of face-to-face and online activities, Lee and Dashew (2011) found that instructors rated the ability of their blended-teaching techniques to help students access material as 4.62 on a scale from one (low level of usefulness) to five (high level of usefulness). Effective blended-learning programs are using technology to help students collaborate and increase their depth of understanding in different content areas.…”

Section: Learner-content Interactionsmentioning

confidence: 99%

Effective Practices of Succesful Blended Learning Schools

Mathews¹,

Ward²

2019

FET

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Blended learning is a teaching technique utilizing face-to-face teaching and online or technology-based practice in which the learner has the ability to exert control over the pace, place, path, or time of learning. Schools that employ this teaching method often demonstrate larger gains than traditional programs due to their increased ability to differentiate and quickly assess student learning. This study sought to determine ways blended-learning models contribute to student success, how blended-learning schools are measuring student success, and how administrators are supporting teachers in their use of blended techniques.In this mixed-methods study, survey data were collected from 230 teachers and 43 administrators in blended-learning programs. Interviews were conducted with teachers and administrators at two school sites in the Southwestern most region of the United States, along with classroom observations and reviews of participating schools’ Local Control Accountability Plans (California Department of Education, 2017) and mission statements. Results yielded five consistent themes: an understanding of student needs to drive individualized instruction, varied and individual success criteria, strong relationships with students tied to decision-making that fosters individual achievement, student needs as a driving force behind the development of school programs, and an increased level of student choice to combat low motivation.

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“…The feedback provided during the learning process should not take charge of the learning process (Flórez& Sammons, 2013). Other than motivating the students, feedback facilitates a comfortable learning environment (Lee & Dashew, 2011). The instructor may encourage the students through questions, challenging their ideas and even formulating the idea to reach the conclusion (Ültanır, 2012).…”

Section: Group Learner Participationmentioning

confidence: 99%

Use of Intelligent Agents to Facilitate Group Learner Participation in Collaborative mLearning

Njenga¹,

Oboko²,

Omwenga³

2018

IJCSR

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Purpose-Learning Management Systems (LMS) provide a platform for collaborative learning with features such as online group discussions. Grouping members together to participate in a group discussion does not guarantee their participation in the online discussion. However, the use of intelligent agents to facilitate group participation can motivate group members to participate in the online group discussions leading to improved levels of group knowledge construction. This paper discusses an experimental design for evaluating facilitated learner participation in online group discussions using intelligent agents. Method-In our experimental design we use two treatment groups (turn taking and informative feedback group facilitations) and one control group. We compared the levels of group knowledge construction amongst the three groups. 37 Results-The results of the study show improved levels of group knowledge construction where the facilitations for participation were provided compared to where they were not provided. Conclusion-The study concluded that facilitating collaborative mobile learning using intelligent agents improves the levels of group knowledge construction. Recommendation-Thus, we recommend the use of intelligent agents in facilitating group participation and consequently improving the group knowledge construction in collaborative mobile learning environments. Practical Implication-The study implies that intelligent agents are effective in collecting and analysing group processes leading to improved interactions which improve group knowledge construction.

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Designed Learner Interactions in Blended Course Delivery

Cited by 7 publications

References 5 publications

The determinants of learner satisfaction with the online video presentation method

The determinants of learner satisfaction with the online video presentation method

Effective Practices of Succesful Blended Learning Schools

Use of Intelligent Agents to Facilitate Group Learner Participation in Collaborative mLearning

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