Investigating engagement in a blended learning course

Tay, Hui Yong

doi:10.1080/2331186x.2015.1135772

Cited by 20 publications

(26 citation statements)

References 19 publications

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“…Precisamente en aquellos donde aparecen se reconoce que la muestra ha sido muy específica y limitada (Armellini y De Stefani, 2016;Lee, Kinzie y Whittaker, 2012;Robertson, 2008;Tay, 2016).…”

Section: Análisis De Resultadosunclassified

“…Si bien la formación blended learning es facilitada en presencial y en virtual, ambos entornos deben jugar diferente pero complementario papel (Berger, Eylon y Bagno, 2008). Al diseñarse se ha de pensar como un todo de forma tal que se combinen coherentemente y con eficiencia las actividades de aprendizaje en línea y presenciales, utilizando las fortalezas de ambas modalidades y proporcionando así una experiencia más provechosa que la que tendría lugar en cualquiera de las dos por separado (Paskevicius y Bortolin, 2016;Tay, 2016). Esta conclusión se recoge en 6 de los 24 textos.…”

Section: Análisis De Resultadosunclassified

“…Desde el entorno, en el ámbito de trabajo, se debe de apoyar la formación y el aprendizaje de los docentes. Especialmente, los docentes encuentran a menudo difícil disponer de tiempo que dedicar después de las horas de trabajo a la formación (Tay, 2016). Los docentes para involucrarse en acciones formativas blended precisan percibir que se reconoce su esfuerzo e interés y se les ayuda (Boitshwarelo, 2009).…”

Section: Análisis De Resultadosunclassified

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Aportaciones de la formación blended learning al desarrollo profesional docente

Hueros

Franco

2017

RIED

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ResumenEl eje vertebrador de este estudio es el análisis de la implementación de una metodología docente combinada (presencial y virtual o blended learning) de forma equilibrada e integrada en la formación del profesorado y la importancia del liderazgo para planificar, atender y coordinar este proceso. Comenzamos realizando una revisión sistemática de la literatura de investigación de los últimos quince años (2002 al 2017) en la base de datos principal de Web of Science (WOS) considerada la plataforma de mayor prestigio entre la comunidad científica, identificándose 190 estudios relacionados con los tópicos: Blended learning, desarrollo profesional docente y liderazgo educativo. De ellos se seleccionaron aquellos que se adscriben a la categoría investigación educativa (education educational research), localizándose 163 documentos, de los cuales, 75 son artículos. Por último, se afinó la búsqueda excluyendo aquellos artículos que se relacionaban con otras áreas de investigación, ya que nuestro centro de interés era el desarrollo profesional del docente, encontrando un total de 35 títulos que cumplían todos los criterios preliminares. La muestra resultante fue de 24 artículos que reunían todas las características que nos habíamos planteado. Los resultados reflejan que el blended learning es valorado como un modelo de formación que permite la adquisición de competencias, puede favorecer el desarrollo profesional, fomentar el trabajo colaborativo, aumentar las destrezas técnicas y didácticas del profesorado hacia la tecnología, promover experiencias interdisciplinares, compartir innovaciones, etc., entre otras posibilidades.Palabras clave: desarrollo profesional; blended learning; competencias; liderazgo; formación. AbstractThe central theme of this study is the analysis of a balanced integrated teaching methodology (face-to-face and virtual, as blended learning) and the extent of its implementation in teacher training, as well as the importance of leadership in planning, supervising and coordinating this process. We began with a systematic review of the literature of the last 15 years (2002)(2003)(2004)(2005)(2006)(2007)(2008)(2009)(2010)(2011)(2012)(2013)(2014)(2015)(2016)(2017)

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Section: Análisis De Resultadosunclassified

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Aportaciones de la formación blended learning al desarrollo profesional docente

Hueros

Franco

2017

RIED

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“…In science, they use labs to incorporate both social presence and cognitive presence during the face-to-face portion of the class instead of having students interact online. Tay 22 stated that networking and a community feel was often a struggle even when teachers tried to focus on creating a community feeling. Based on the observations, all but one of the teachers observed had at least four classes going during one class period.…”

Section: Rq2: What Elements Of Blended Learning Best Practices From Tmentioning

confidence: 99%

“…Teachers are working to include blended learning best practices in their classes, but social and cognitive presence is limited in the online portion of the class. More resources and preparation are needed for teachers to successfully implement blended learning best practices 22 .…”

Section: Rq2: What Elements Of Blended Learning Best Practices From Tmentioning

confidence: 99%

Exploring Blended Curriculum to Enhance Adult High School Learning

Burnham¹

2021

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At the study site school for this research, the online curriculum in the current blended learning program was not promoting the desired student achievement outcomes. It was unknown if and how research-based best practices associated with blended learning were being implemented. This qualitative case study explored which elements of blended learning best practices were currently implemented in the online blended curriculum at one school to understand the factors enhancing or constraining student learning outcomes. A communities of inquiry framework was used to explore which blended learning best practices were currently implemented and which of those elements enhanced and constrained learning based on teacher and student perspectives. Data were collected using a whole population questionnaire, individual student/teacher interviews, and classroom observations. Three students and five teachers participated in the interviews and five classrooms were observed. Data were analyzed using a combination of open coding and a priori codes. Findings indicated that while teacher presence was evident in the blended learning curriculum, the focus on self-paced assignments limited the social and cognitive presence needed in blended learning best practices. Results were used to design a blended learning professional development course to help prepare teachers to implement missing elements of blended learning best practices. This research study can create social change by increasing teachers’ understanding of blended learning and providing student learning data to help educational leaders close the achievement gap at the local site. Increasing student success could lead to lower dropout rates and enhance students’ abilities to become more successful members of society.

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