Experiences of a project-based blended learning approach in a community of inquiry from information and communication technology engineering students at Lapland university of applied sciences in Finland

Mielikäinen, Maisa; Viippola, Essi; Tepsa, Tauno

doi:10.1177/20427530231164053

Cited by 7 publications

(5 citation statements)

References 39 publications

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“…This visual model summarizes the design principles of both cycles of the DBR study, the first cycle described previously (Mielikäinen, 2022; Mielikäinen et al, 2023) and the second cycle of the DBR study described in the present study. The inner circle of the model represents eight design principles, each with a unique central characteristic that is applied to the digital learning ecosystem and displayed in the outer circle.…”

Section: Resultsmentioning

confidence: 87%

“…The present study is a part of the broader DBR study to develop design framework with accompanying design principles for the digital learning ecosystem in ICT engineering education at (see Mielikäinen, 2022; Mielikäinen et al, 2023). DBR was chosen because of its suitability for designing educational interventions (Design-Based Research Collective, 2003) and producing guiding design principles (Gundersen, 2021; van Den Akker, 1999) for complex and practical educational design problems (McKenney & Reeves, 2019, p. 6).…”

Section: Methodsmentioning

confidence: 99%

“…The PjBL model was transferred to a TCP-supported learning ecosystem, and the blended learning model was applied (Mielikäinen et al, 2023) in accordance with the design principles described above and Garrison’s (2016, p. 112) design principles of CoI. The experiences of the second and third-year students ( N = 56) were collected with a CoI questionnaire instrument adapted to the PjBL environment.…”

Section: Methodsmentioning

confidence: 99%

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ICT Engineering Students’ Perceptions on Project-Based Online Learning in Community of Inquiry (CoI)

Mielikäinen

Viippola²

2023

SAGE Open

Self Cite

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Industry and higher education are increasingly utilizing online environments due to digitalization. As a result, the learning experiences in these new digital learning ecosystems as communities must be re-examined critically. This study incorporates the second cycle of the design-based research (DBR) study developing the design principles and theoretical framework for a digital learning ecosystem in Information and Communication Technology (ICT) engineering education in Lapland University of Applied Sciences (UAS), Finland. This cycle examines students’ learning experiences in a project and Industry 4.0-based approach in a digital learning ecosystem with authentic industry assignments and involvement. The study examines the learning experiences of ICT engineering students in a project and Industry 4.0-based approach in a digital environment with authentic industry assignments and involvement. The study was carried out using the Community of Inquiry (CoI) approach. Rasch Rating Scale Model was used to analyse first-, second-, and third-year students’ responses to a translated and adapted CoI questionnaire. Open-ended questions were added to the questionnaire, which was then analysed using content analysis. The results indicate that students perceived project-based learning in an online setting positively. However, the findings point to issues with social interactions and the actual application of learnt knowledge and skills. Challenges in task management and scheduling, as well as receiving feedback, had a somewhat negative impact on the learning experience, particularly during the first year of study. Finally, this paper concludes by presenting a visual model summarizing the design framework developed through a broader DBR study informed by the previous DBR cycles. The findings may benefit practitioners in developing similar communities and ecosystems.

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Section: Resultsmentioning

confidence: 87%

Section: Methodsmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

See 1 more Smart Citation

ICT Engineering Students’ Perceptions on Project-Based Online Learning in Community of Inquiry (CoI)

Mielikäinen

Viippola²

2023

SAGE Open

Self Cite

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“…According to our findings, institutions are responsible for ensuring the quality and relevance of all materials found online. The results reveal a positive perception of blended learning among students, with online discussions being particularly beneficial for social interaction, indicating an understanding of factors enhancing blended learning experiences in project-based digital ecosystems [40].…”

Section: Discussionmentioning

confidence: 89%

Enhancing English Language Learning In Tertiary Education Through Blended Approaches: A Bangladesh Perspective

Rabbi,

Islam,

Hossain

2024

Ind. Jou. Edu. Rsc

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Purpose of the study: Main purpose of this study to investigates the implications of adopting blended approaches in enhancing English language proficiency, bridging the digital divide, and preparing students for the demands of a globalized world. Through a Bangladesh perspective, this research seeks to illuminate the transformative power of blended learning. Methodology: This research employs a qualitative approach. In depth Interviews (IDI) and FGDs has been administered to thirty facilitators and thirty students to measure benefits and challenges associated with blended learning. Additionally, Interviews with ten pedagogy experts has provide insights into successful implementation strategies. Data has been analyzed thematically. Main Findings: Research findings show that by blending technology with traditional pedagogy, this approach prepares students for a world where adaptability and digital literacy are paramount. The success of this approach relies on the collaborative efforts of educational institutions, instructors, and students, all working towards a holistic and dynamic learning experience that empowers students to thrive in an interconnected global society. Novelty/Originality of this study: This study adds additional knowledge of the challenges and efforts associated with blended approaches to English language learning in tertiary education in Bangladesh.The study's findings can be used as a guide for interested parties, including educators and institutions of higher learning, to address the issues with English language teaching and learning in tertiary education and improve student language learning quality.

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“…According to researchers, BL is a teaching method where conventional and face-to-face interactions are combined with the support of technology, the Internet or web-based resources (Anthony, 2021;Brenya, 2021;Graham and Halverson, 2023). BL is believed to be a teaching strategy that gives room for student-centered, active, critical, problem-based and collaborative learning (Fu and Wang, 2021;Azizah and Aloysius, 2023;Mielikainen et al, 2023). Other scholars explain that it employs a constructivist approach to impart knowledge and skills needed for career development (Admiraal et al, 2017;Youde, 2020).…”

Section: Introductionmentioning

confidence: 99%

Higher education in emergency situation: blended learning prospects and challenges for educators in the developing countries

Brenya

2023

JARHE

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PurposeBlended learning (BL) is becoming more popular as a method of welcoming a progressively diverse range of students while adding value to the learning environment through the integration of online teaching resources. However, BL's approach of combining online instruction with conventional classroom strategies has received attention and expressed reservations over the years. While several research works have been conducted and draw attention to the global challenges of the BL mode of delivering instruction in BL's entirety, there is still no full idea of the challenges and prospects that exist regarding teacher educators' usage of the approach in higher education institutions (HEIs) in the context of developing countries. As a result, this study investigates the prospects and challenges of BL implementation in HEIs from the perspective of educators.Design/methodology/approachDrawing from the technology acceptance model (TAM), qualitative research methods and semi-structured interviews were used to gather insights from 10 educators. The data were analyzed using a thematic data analysis technique to arrive at the outcome of the study.FindingsThe findings reveal that educators deeply comprehend the BL approach and perceive the approach's effectiveness in delivering instruction and student learning. Conversely, educators' challenges are inadequate technology resources, poor internet connections, inadequate professional development training and a dearth of incentives. The study has implications for theory, research, policy enactment and practice regarding the improvement of the BL agenda in HEIs.Originality/valueThe explanatory framework presented here is the qualitative approach to the study of themes regarding the perceptions, prospects and challenges educators experience in their use of the BL approach in teaching and learning in the HEIs.

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Experiences of a project-based blended learning approach in a community of inquiry from information and communication technology engineering students at Lapland university of applied sciences in Finland

Cited by 7 publications

References 39 publications

ICT Engineering Students’ Perceptions on Project-Based Online Learning in Community of Inquiry (CoI)

ICT Engineering Students’ Perceptions on Project-Based Online Learning in Community of Inquiry (CoI)

Enhancing English Language Learning In Tertiary Education Through Blended Approaches: A Bangladesh Perspective

Higher education in emergency situation: blended learning prospects and challenges for educators in the developing countries

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