Four key challenges to the design of blended learning: A systematic literature review

Abstract

Four key challenges to the design of blended learning: A systematic literature review AbstractThe design of blended learning environments brings with it four key challenges: (1) incorporating flexibility, (2) stimulating interaction, (3) facilitating students' learning processes, and (4) fostering an affective learning climate. Seeing that attempts to resolve these challenges are fragmented across the literature, a systematic review was performed. Starting from 640 sources, 20 studies on the design of blended learning environments were selected through a staged procedure based on the guidelines of the PRISMA statement, using predefined selection criteria. For each study, the instructional activities for dealing with these four challenges were analyzed by two coders. The results show that few studies offer learners control over the realization of the blend. Social interaction is generally stimulated through introductory face-to-face meetings, while personalization and monitoring of students' learning progress is commonly organized through online instructional activities. Finally, little attention is paid to instructional activities that foster an affective learning climate.

Empowering Learners with Role-Playing Game for Vocabulary Mastery

“…In addition to the development processes described above, several approaches have attempted to steer higher education pedagogy toward a more studentcentered approach, that is, away from broadcasting, to knowledge construction (Harasim, 1996). Thus, pedagogies where teaching and learning are seen as a process of knowledge building through active student participation, student engagement, ownership, and collaborative activities have been introduced, including, for example, blended learning (Boelens, De Wever, & Voet, 2017), inquiry-based learning (Loyens & Rikers, 2011), and problem-based learning (Hung, Jonassen & Liu, 2008). One example of blended learning is the FC approach, where students prepare for face-to-face meetings by familiarizing themselves with supportive pre-material, such as online video lectures (e.g., Tusa et al, 2018).…”

Should we Bend towards Blending? How?

“…They might also be asked to present thought-provoking questions regarding reading materials which can then be discussed in class. In the same way, to build in variation, we can provide students with multiple forms of resources or learning materials, allowing them to select and utilize the materials that are most suitable to them and to work at their own pace (Boelens et al, 2017). Slowly and gradually when students become habituated to the system and have access to typing facilities, they can be asked to take part in discussion forums which require more elaborated writing.…”

“…), and use of technology (e.g., registering for the course, navigating Moodle learning environment, using available tools, etc.) (Boelens, De Wever, & Voet, 2017;Stubbs, Martin, & Endlar, 2006). Such orientation can be provided with a guidebook (printed and/or online) containing an overview of the program and a step-by-step guide with instruction, and exercises with clear objectives, directions and deadlines (Cooner, 2010, p. 276).…”

Student perspectives on the advantages and drawbacks of using learning management systems within a social-constructivist approach to translation teaching: Moodle and Edmodo

“…Такав образовни контекст има бројне предности: студенти материјалима могу приступити према потреби, редоследом и темпом који њима одговарају и у сваком тренутку могу контактирати наставника или чланове групе како би задатке успеш-но урадили, могу самостално одредити чему ће колико пажње и труда посветити (Boelens et al, 2017;Stein & Graham, 2014), па самим тим постати одговорнији за соп-ствени напредак. Онлајн дискусије, према истраживањима, подстичу развој анали-зе, синтезе и процене сопственог знања (Casquero et al, 2013;Mijatović et al, 2012).…”

“…То је нарочито релевантно у превођењу, где се врхунски ниво превода не може очекивати у току основних студија, а важно је развити уверење да је он достижан након овладавања потребним знањима и вешти-нама. Сличну сврху има и постављање најбољих студентских решења на платфор-му (Boelens et al, 2017), поготово ако то нису радови увек истих студената, чиме се показује да очекивани ниво преводилачке вештине није недостижан. Поред тога, у литератури се предлаже и постављање провокативних питања на платформу, која ће студенте навести да пожеле да одговоре: у раној обуци из превођења важно је да таква питања не буду формулисана тако да траже "мишљења", већ податке (о ре-левантнијим изворима, примерима објављених превода, пронађеним информација-ма), како би се избегла конфронтација коју неке преводилачке теме изазивају (нпр.…”