Making the Connection in a Blended Learning Environment

Abstract

AbstractsThe presence of a virtual learning environment (VLE) in an on-campus setting can alter the dimensions of existing learning and teaching relationships. Research literature indicates that increased engagement with educational technology can have the effect of drawing staff and students closer together (both physically and virtually) rather than encouraging campus-based institutions to deliver more of their provision at a distance. This paper will explore how on-campus students can benefit from appropriate use of technology in ways that make them feel increasingly connected with their institution and their peers. Using qualitative data we explore how effective use of technology can help to bridge the physical gap between the students, their institution and their peers -even where the actual interactions between students take place offline -and how the combination of physical and virtual learning environments can be used to create an effective learning and teaching experience. Etablissement d'une ligne dans un environnement de formation integréLa présence d'un environnement virtuel de formation (VLE) sur le campus peut changer les dimensions des relations d'enseignement et de formation existantes. La littérature de recherche démontre qu'une l'utilisation augmentée de la technologie d'éducation interactive a surtout l'effet de rapprocher le corps enseignant et les étudiants (aussi bien physiquement que virtuellement) plutôt que d'encourager les institutions basées sur le campus de transmettre leur services d'éducation de manière plus renforcée (Cairncross, 1997;Graetz & Goliber, 2002). Cet exposé démontre comment les étudiants du campus peuvent bénifier de l'utilisation appropriée de la technologie afin de se sentir plus apparentés à leur institution et à leurs camarades. En utilisant des dates qualitatives, nous explorons comment l'utilisation effective de la technologie permet de surmonter la lacune physique entre les étudiants, leur institution et leurs camarades -même si les interactions réelles entre les étudiants ont lieu dans milieu autonome -et comment la combinaison des environnements physiques et virtuels de formation peut aider à créer une expérience d'enseignement et de formation effective. Die Herstellung einer Verbindung in einem integrierten LernumfeldDie Existenz eines virtuellen Lernumfelds im Universitätsbereich kann die Dimensionen der bestehenden Lern-und Lehrbeziehungen verändern. Die Forschungsliteratur beweist, dass ein gesteigerter Dialog durch Bildungstechnologie eher das Lehrerkollegium und die Studenten (sowohl physisch als auch virtuell) zusammenbringt, als dass es Hochschulen motiviert, eine höhere, flächendeckende Unterstützung zu bieten. (Cairncorss, 1997;Graetz & Goliber, 2002). Dieser Bericht belegt, wie Studenten im Universitätsbereich vom angemessenen Gebrauch der Technologie profitieren können, so dass sie sich zunehmend mit ihrer Hochschule und mit ihren Kommilitonen verbunden fühlen. Indem wir qualifizierte Daten verwenden, zeigen wir, wie die effektive Nutzung von Techno...

Design and Implementation of Schoology-Based Blended Learning Media for Basic Physics I Course

“…Providing more opportunity to interact with students and lecturer was the main important factor to make a quality BL media (King & Cerrone, 2012). Through online discussion activity, students became more ready to join face to face meeting class (Aspden & Helm, 2004). It was thought to influence the performance of standard understanding and students' problem-solving skill.…”

“…Choosing online discussion could also influence students' activity in online learning. This online discussion was chosen because it gave more chances to students to search and write answers or opinions before presenting them in the discussion forum (Alim, 2007), and also make students stay interacting with the lecturer whenever they have time to Aspden & Helm, 2004). Also, based on the observation in class, the asynchronous online discussion also helped students who have limited internet connection.…”

A Study on the Instructor Role in Dealing with Mixed Contents: How It Affects Learner Satisfaction and Retention in e-Learning

“…The flexible contents are easily handled by the instructor, based on the student's needs or situations, such as tests, assignments, discussions, etc., whereas the pre-recorded contents are a rigid set of information and are inflexible, including streaming the contents on the media, directing a learner down a specific path of learning outcomes. Blended learning, as a more learner-centered educational approach, allows for communication, collaboration and interaction [39][40][41], as well as flexibility for the instructor to overcome the drawbacks of the unilateral transfer of information, lack of interaction, isolation, etc. [42].…”

Willing Suspension of Disbelief: A Study in Online Learning Through Simulation, and Its Potential for Deeper Learning in Higher Education

“…2 The theory of transactive memory (Wegner, 1985) describes the process of learning through group debate. The usefulness of collaborative team work in learning is attested to by much current academic opinion (see for example Aspden, L., & Helm, P. (2004), Dennen, V. (2005), Dillenbourg P. et al (1999), Goold, Craig and Coldwell (2008)). Clear evidence has been presented that collaborative learning can heighten critical and active engagement in the learning.…”

“…Group size is critical to the creation of a community of online learners as is the ability of students to break down barriers to enter into online debate, Stacey (1999). Aspden and Helm (2004), O'Reilly, M., & Newton, B. (2002) all point out the correlation between student participation in online discussion fora and the relevance of their discussions to what is spoken about in the classroom.…”