Over the worst or at the eye of the storm?

Jones, Norah; Chew, Esyin; Jones, Catherine; Lau, Alice

doi:10.1108/00400910910931805

Cited by 21 publications

(14 citation statements)

References 18 publications

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“…Wong et al (2014) suggest that different approaches to delivery could be assembled as part of an overall blended learning package. These different approaches could be classified according to the level of ICT support that they rely upon, using a continuum of blended learning that the authors extended from the work of Jones, et al (2009). The stages identified in the continuum range from Face-to-face (no ICT support) through to E-intensive (complete online delivery).…”

Section: Blended Learning Optionsmentioning

confidence: 99%

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Interventions in entrepreneurial learning: Blended learning and ICT capacity

Burgess

Bingley

Paguio

et al. 2018

AJIS

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The effective use of information and communications technologies (ICT) can benefit most small businesses. This article examines the design, development and delivery of a pilot blended learning program for entrepreneurial learning that targets the use of ICT by tradespeople. The study involves a case study of tradespeople in Australia who participated in a program designed to build their capacity to identify, use and evaluate ICT to enhance their business practices. The program combined traditional instructional approaches (through face-to-face and online sessions for delivering basic ICT concepts to participants) with learner-centred approaches (through a combination of student mentor visits and practical exercises to identify applications that were context-specific for each participant's business). A blended learning assessment framework is employed throughout the article to inform and evaluate various aspects of the program. Project participants rated the face-to-face sessions, student mentor visits and practical exercises as very effective. However, some participants could not free up the time from their employment to participate in all of the face-to-face classes. From a theoretical perspective, an amended blended learning assessment framework for the delivery of ICT programs to entrepreneurs is presented and potential lessons for the delivery of ICT concepts to entrepreneurs in the trades and similar vocations are proposed.

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Section: Blended Learning Optionsmentioning

confidence: 99%

“…• What combination of blended learning options was provided for the tradespeople (Intensity of Adoption)? (Jones et al, 2009) • How was the quality and extent of learning (Impact) assessed for the program?…”

Section: Research Questionsmentioning

confidence: 99%

Interventions in entrepreneurial learning: Blended learning and ICT capacity

Burgess

Bingley

Paguio

et al. 2018

AJIS

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“…In a recent large-scale study, Jones et al (2009) discuss the negative aspects of technology as a disruptor; from a tutor perspective, the main disruptors being technology alone not automatically transforming a traditionally delivered courses into an online course. Even though a module works well in a f2f environment, it does not guarantee success in an online environment.…”

Section: Research and Practicementioning

confidence: 99%

Academic Development Perspectives of Blended Learning

Donnelly¹,

McAvinia

2012

Blended Learning Environments for Adults

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Technological advances in every aspect of today's higher education environment create a forum for academic developers to re-examine existing delivery methods for professional development.Within the context of this case study, the term 'academic developer' is taken to encompass the role of learning technologist. In order to be responsive and accommodate the changes, traditional instruction methods are being extended to encompass the range of Web 2.0 tools available.Debate is ongoing in the area of blended learning as to the ultimate effectiveness of technology integration. Through exploration of the experiences of two academic developers involved in the design and delivery of accredited professional development programmes for academic staff in Ireland, the case is made for an effective balance in pedagogical and technological intervention.Both were experienced in delivery face-to-face instruction, had different levels of experience in online teaching and work collaboratively with academic staff. Experience from the two case studies suggests that a prerequisite for embedding blended learning strategies in learning and teaching is that the instructors recognise the need for appropriate holistic academic development to provide them with not only an understanding of how best to use the technologies, but fundamentally for enhancing their understanding of how to develop effective blended learning environments.2

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“…Different approaches to teaching could be considered as part of an overall blended learning package (Wong et al, 2014) and can be classified according to a continuum of blended learning that the authors extended from the work of Jones, Chew, Jones and Lau (2009). The continuum stages are:…”

Section: Intensity Of Adoptionmentioning

confidence: 99%

Blending Audience Response Systems into an Information Systems Professional Course

Burgess

Bingley

Banks

2016

IISIT

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Many higher education institutions are moving towards blended learning environments that seek to move towards a student-centred ethos, where students are stakeholders in the learning process. This often involves multi-modal learner-support technologies capable of operating in a range of time and place settings. This article considers the impact of an Audience Response System (ARS) upon the ongoing development of an Information Systems Professional course at the Masters level in the College of Business at Victoria University in Melbourne, Australia. The course allows students to consider ethical issues faced by an Information Systems Professional. Given the sensitivity of some of the topics explored within this area, an ARS offers an ideal vehicle for allowing students to respond to potentially contentious questions without revealing their identity to the rest of the group.The paper reports the findings of a pilot scheme designed to explore the efficacy of the technology. Use of a blended learning framework to frame the discussion allowed the authors to consider the readiness of institution, lecturers, and students to use ARS. From a usage viewpoint, multiple choice questions lead to further discussion of student responses related to important issues in the unit. From an impact viewpoint the use of ARS in the class appeared to be successful, but some limitations were reported.

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Over the worst or at the eye of the storm?

Cited by 21 publications

References 18 publications

Interventions in entrepreneurial learning: Blended learning and ICT capacity

Interventions in entrepreneurial learning: Blended learning and ICT capacity

Academic Development Perspectives of Blended Learning

Blending Audience Response Systems into an Information Systems Professional Course

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