Learner Engagement in Blended Learning Environments:  A Conceptual Framework

Halverson, Lisa R.; Graham, Charles R.

doi:10.24059/olj.v23i2.1481

Cited by 238 publications

(262 citation statements)

References 127 publications

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“…Teachers using the hybrid method enable a student who has missed classes for any reason to complete the assignment in electronic form and interact with the teacher and other students online (Pogent, Albéro Guérin, 2019). In hybrid learning, students can contribute to the proposed communication scenarios by mastering and using digital technologies (Halverson, Graham, 2019). When applying this method, students should feel comfortable enough, clearly understanding how to achieve their goals, establishing connections between various elements of learning.…”

Section: Literature Revue and Methodologymentioning

confidence: 99%

Training in Rendering and Translation at Non-Linguistic Faculties During the 2020 Pandemic

Meshkova¹,

Sheremetieva²,

Spynu³

2020

Proceedings of ADVED 2020- 6th International Conference on Advances in Education

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The article is devoted to the peculiarities of teaching French at non-linguistic faculties, the analysis of the concepts of rendering, retelling (resumé, compte-rendu, synthèse), rendering translation of texts using an interdisciplinary approach in the context of the development of digital technologies in the modern educational space, in particular, during the Covid-19 pandemic. Extraordinary circumstances have set before teachers from many countries of the world, including Russian teachers, the task of modernizing pedagogical processes as part of the transition to a distance learning format using one or another electronic educational platform. The problem arises from integrating educational and methodological materials into the concept of distance learning, taking into account various digital resources and stages of development of information and communication technologies. A distinctive feature of the situation is the blurring of boundaries between traditional and distance approaches both in whole education, and in particular in teaching foreign languages. Teaching rendering as the most important type of speech activity, working with foreign language texts for the purpose of their subsequent rendering, is necessary to prepare students for research activities. Rendering translation plays an important teaching role and has significant potential. In the French language classes at the non-linguistic faculties of the RUDN University, texts of various genres are offered for rendering translation, for example, literary, journalistic, as well as scientific texts on relevant topics. As a result, students must learn to submit an informative abstract/summary (summary-synopsis), which contains in a generalized form all the main provisions of the original text. In the course of rendering translation, the student carries out semantic or informational processing of the text, learns to avoid violations of the theme-rhematic sequence, maintain the coherence of the text, correctly organizing information in paragraphs and preserving subject-logical connections. In addition to the skills of rendering translation, students are trained in language mediation, which is carried out by reformulating it in the form of a resume or report. The use of digital educational technologies and traditional pedagogical approaches within the framework of ensuring the concept of lifelong education helps to solve the problem, regardless of the location of the teacher and student. Under the conditions of distance learning during the COVID 19 period, the authors developed and successfully applied a system of exercises and tasks aimed at the formation and development of rendering skills, rendering translation, language mediation in French classes for students of non-linguistic faculties of RUDN University.

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Section: Literature Revue and Methodologymentioning

confidence: 99%

Training in Rendering and Translation at Non-Linguistic Faculties During the 2020 Pandemic

Meshkova¹,

Sheremetieva²,

Spynu³

2020

Proceedings of ADVED 2020- 6th International Conference on Advances in Education

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“…The components are cognitive quantity which includes attention, efforts, determination, and time. Cognitive quality includes the use of learning strategies, concept gaining, curiosity, reflective ability, and collaboration (Halverson & Graham, 2019;Cohen, Carbone, & Beffa-Negrini, 2011;Garrison, Anderson, & Archer, 2001).…”

Section: The Effect Of the Rbldt Learning Model On Students' Concept mentioning

confidence: 99%

Resource based learning design thinking (RBLDT): A model to improve students’ creative thinking skills, concept gaining, and digital literacy

Rumahlatu

Sangur

Berhitu³

et al. 2021

CJES

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This study aims to investigate the effect of Resource Based Learning Design Thinking (RBLDT) model to improve student's creative thinking skills, concept gaining, and digital literacy. It is a quasi-experimental study using pre-test and post-test nonequivalent control group design. Furthermore, it was conducted at several senior high schools in Ambon, such as Senior High School 1, 2, 12, and Senior High School Siwalima Ambon in the odd semester of the 2019/2020 academic year. From each school, three classes were selected, and 36 students were used as the study samples to obtain a total of 432 students. The data were analyzed using ANCOVA, and post hoc LSD test was performed for every significant result obtained. The results showed that the RBLDT learning model has an effect on creative thinking skills, concept gaining, and digital literacy of students in the class XI senior high school on the subject matter of animal tissue (p<0.05). The combination of the RBLDT learning model syntax can improve students' creative thinking skills, concept gaining, and digital literacy better than RBL or DT when implemented separately. Keywords: Resource-based learning (RBL), design thinking (DT), RBLDT learning model, creative thinking, concept gaining, digital literacy

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“…En cuanto a la efectividad del BL, se aprecian buenos resultados académicos en términos de menores tasas de abandono (López et al, 2013) y mayor rendimiento académico, con diferentes grados de significatividad estadística de la modalidad BL, respecto a la presencial tradicional (Carranza & Caldera, 2018;Essam, 2010;Halverson & Graham, 2019;Li et al, 2014;López et al, 2013;Rienties & Toetenel, 2016); aunque la percepción positiva de los estudiantes hacia los cursos BL no siempre refleja una mejora en los resultados de aprendizaje (Sajid et al, 2016).…”

Section: Modalidad B-learningunclassified

Evaluación y coevaluación de aprendizajes en blended learning en educación superior

Cabrera

Astudillo

Garrido-Valdenegro³

et al. 2020

alt

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El estudio evalúa la utilización de herramientas tecnológicas para implementar evaluación y coevaluación realizada por los estudiantes, en función del aprendizaje autónomo y la evaluación por parte del profesor, aprovechando el potencial de la retroalimentación instantánea de las herramientas que disponen los Ambientes Virtuales de Aprendizaje. La extensa implementación de estos ambientes virtuales en la educación superior hace que el blended learning sea una nueva normalidad, automatizando y facilitando el monitoreo de los avances en el aprendizaje, a través de la gestión pedagógica de prácticas efectivas. La propuesta de innovación propende al desarrollo de la autonomía y protagonismo de estudiantes en el logro de sus aprendizajes. El diseño metodológico es correlacional que busca establecer la asociación entre la confección de preguntas y resolución de test online por parte de los estudiantes y su nivel de desempeño en pruebas de conocimiento administradas por el profesor. Se aplicó en seis grupos de las cohortes 2016 y 2017 en la asignatura Investigación Educativa para carreras de pedagogías de una universidad chilena. Los principales resultados apuntan a una significativa correlación entre uso del ambiente virtual en la construcción y aplicación de instrumento tipo test y los resultados de desempeño en pruebas de conocimiento. Se concluye que el aprendizaje de los alumnos se potencia, al integrar la evaluación como parte del proceso formativo con un rol activo y autónomo de los estudiantes con apoyo de tecnologías.

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Learner Engagement in Blended Learning Environments: A Conceptual Framework

Cited by 238 publications

References 127 publications

Training in Rendering and Translation at Non-Linguistic Faculties During the 2020 Pandemic

Training in Rendering and Translation at Non-Linguistic Faculties During the 2020 Pandemic

Resource based learning design thinking (RBLDT): A model to improve students’ creative thinking skills, concept gaining, and digital literacy

Evaluación y coevaluación de aprendizajes en blended learning en educación superior

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