Facilitating Students’ Learning with Hybrid Instruction: A Comparison among Four Learning Styles

Wichadee, Saovapa

doi:10.25115/ejrep.v11i29.1559

Cited by 15 publications

(16 citation statements)

References 14 publications

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“…Also important were the students' reflections and suggestions regarding ways to improve future offerings. For instance, the present findings support and extend previous research (i.e., López-Pérez, Pérez-López, & Rodríguez-Ariza, 2011;Wichadee, 2013), showing that blended teaching can be pedagogically effective, as a large number of students report that one of the main benefits is the greater flexibility such a course provides and, to a lesser extent, the diversity in instructional modality. However, many students also reported challenges with keeping on track with the e-lectures and effectively engaging with the course content.…”

Section: Reflectionssupporting

confidence: 81%

“…In addition, it does seem to accommodate students' various learning styles. For instance, in a recent study, Wichadee (2013) reported that students' satisfaction was higher with a blended course, as it promoted thinking about material, while observing and listening to others, and allowed students to work at their own pace. Moreover, a key characteristic of any form of online learning is the independence students can feel as it takes away restraints of time and place, and instead gives the student's control of what, when and how they want to study (Cunningham & Billingsley, 2003).…”

mentioning

confidence: 99%

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Self-Regulation and “Time Off”: Evaluations and Reflections on the Development of a Blended Course

Spadafora

Marini

2018

cjsotl-rcacea

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Changes in both the landscape of education and digital technology are giving rise to interesting, innovative, and potentially effective pedagogical possibilities. As educators of the 21st century, we are witnessing continuous changes in the way we teach as well as the way students learn. This study is a part of an ongoing research program aimed at evaluating the pedagogical effectiveness of blended teaching. More specifically, this paper aims to describe some of our reflections as we developed, delivered, and carried out an evaluation of a university course taught using a blended format. Undergraduate students (n=109) in a fourth-year capstone course participated in this study. We report on the students’ perceptions of the effectiveness of the delivery method of the course, while focusing on the struggles they encountered, including difficulties keeping up with the course content, particularly on the weeks where the lecture was online, as well as a struggle to stay organized and connected with their peers and their assignments. Self-regulation turned out to be a major determinant of success in this type of course. We conclude with suggestions to improve students’ social and academic experiences as they navigate learning in a digital world. Les changements survenus à la fois dans le paysage de l’éducation et dans la technologie numérique donnent naissance à des possibilités pédagogiques intéressantes, innovatrices et potentiellement efficaces. En tant qu’éducateurs du XXIe siècle, nous assistons à des changements continus dans la manière dont nous enseignons ainsi que dans la manière dont les étudiants apprennent. Cette étude s’inscrit dans le cadre d’un programme de recherche en cours qui a pour objectif d’évaluer l’efficacité pédagogique de l’enseignement hybride. Plus spécifiquement, cet article vise à décrire certaines de nos réflexions au fur et à mesure que nous élaborons, livrons et exécutons l’évaluation d’un cours universitaire enseigné selon un format hybride. Des étudiants de premier cycle (n=109) inscrits dans un tout dernier cours de quatrième année ont participé à cette étude. Nous présentons un rapport sur la manière dont les étudiants ont perçu l’efficacité de la méthode employée pour enseigner ce cours, tout en mettant l’accent sur les problèmes qu’ils ont rencontrés, y compris les difficultés à faire face au contenu du cours, en particulier durant les semaines où les cours magistraux étaient présentés en ligne, ainsi que sur leurs difficultés à rester organisés et connectés avec leurs camarades de classe et avec leurs devoirs. Il s’avère que l’autorégulation est un élément important pour la réussite de ce type de cours. Pour conclure, nous présentons des suggestions pour améliorer l’expérience sociale et académique des étudiants dans leur parcours de l’apprentissage au sein d’un monde numérique.

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Section: Reflectionssupporting

confidence: 81%

mentioning

confidence: 99%

Self-Regulation and “Time Off”: Evaluations and Reflections on the Development of a Blended Course

Spadafora

Marini

2018

cjsotl-rcacea

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“…The same controversy did exist with another study conducted by Wichadee (2013) who showed that although the writing performance was improved following the application of wiki, the level of difference with the non-web based writing class was not significantly important. This was true about another study (Colye, 2007) that did not find any significant difference in the effect of web-based (wiki) and nonweb based writing courses.…”

Section: Discussionmentioning

confidence: 77%

The Effect of Wiki and E-portfolio on Writing Skill of Iranian Intermediate EFL Learners

Akbari

Erfani

2018

Int. J. Appl. Linguist. Engl. Lit.

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Alternative assessment has made remarkable changes in SLA instruction. Along with the assessment, Computer Assisted Language Learning (CALL) and technological developments have penetrated into instruction as well. This study was an attempt to compare the effect of wiki and e-portfolio on writing skill of Iranian intermediate EFL learners. To do so, 81 out of 107 participants of 9 intact classes were homogenized by the Preliminary Test of English. They attended a 14 session term in two experimental and one control groups. Following the pretest, the writing points were taught in each group. Meanwhile, the students in both experimental groups were instructed to use technology (wiki and e-portfolio) to write their assignments on specific topics, and also they were requested to assess, to give feedback and comments on their classmates' assignments online and working collaboratively on their feedback in the classes accompanied with the feedback provided by the teacher. Besides, the students in control group were required to do their assignments paper-based and bring them back to the class in order to correct problems. At the end, the posttest of writing was administrated. The results of statistical analysis revealed that applying CALL in both forms of wiki and e-portfolio were significantly more effective in learners' writing than the conventional way. However, wiki could encourage higher levels of progress in writing skill in comparison with using e-portfolio.

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“…Consequently, the point of those utilizing blended learning approaches is to locate an agreeable harmony between online access to learning and face-to-face human interaction [16], [17]. In a survey of research on mixed learning [18], numerous examinations were recognized that uncovered positive impacts of mixed learning on (1) students performance [19]; (2) student interest and inspiration [20]; (3) expanded access and adaptability [21], (4) cost-viability [22]; and (5) progressively dynamic and deeper learning in examination with conventional classes [23].…”

Section: Blended Learningmentioning

confidence: 99%

Blended Learning Mobility Approach and English Language Learning

Ghareb

Mohammed

2019

UHD J SCI TECH

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A B S T R A C TAlthough the benefits of blended learning have been well documented in educational research, relatively few studies have examined blended mobilities in education in Kurdistan region government and in Iraq. This study discusses a blended mobility approach for a teacher training program designed for in-service English language teachers (ELT) and investigates its effectiveness by comparing the latest participation of the University of Human Development for computer science and proposing the same program for training English for lecturers and students. The research involved proposes new mobility program for teaching and learning English language and using their language skills in an ongoing business project using several software for communication and management of their projects. Results will show the framework for new blended learning and blended mobilities of many different English language teaching (ELT) aspects.

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Facilitating Students’ Learning with Hybrid Instruction: A Comparison among Four Learning Styles

Abstract: Introduction. Since a part of the instruction happens online, a hybrid course has usually been

Cited by 15 publications

References 14 publications

Self-Regulation and “Time Off”: Evaluations and Reflections on the Development of a Blended Course

Self-Regulation and “Time Off”: Evaluations and Reflections on the Development of a Blended Course

The Effect of Wiki and E-portfolio on Writing Skill of Iranian Intermediate EFL Learners

Blended Learning Mobility Approach and English Language Learning

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