Quality in blended learning: Exploring the relationships between on-line and face-to-face teaching and learning

Ginns, Paul; Ellis, Robert A.

doi:10.1016/j.iheduc.2006.10.003

Cited by 357 publications

(249 citation statements)

References 16 publications

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“…It indicates that a studentcentred investigative approach may reveal useful data on student preferences and behaviour, in the context of blended learning, including aspects of motivation and interest, and that studies on online technology and materials can be complimented by seeking to understand students' perceptions of their learning environments. In line with Ginns and Ellis (2007), this study highlights the importance of understanding student perceptions of the online lesson and how they support learning within the framework of the whole course.…”

Section: Discussionsupporting

confidence: 69%

“…Ginns and Ellis (2007), for instance, in an extensive meta-analysis study, linked positive student perceptions of blended learning with comparatively higher grades, and concluded that teachers using blended learning must understand student perceptions of online learning and how it supports learning across a whole course.…”

Section: Student Perception and Satisfaction With Online Lessonsmentioning

confidence: 99%

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Blended Learning: Student Perception of Face-to-Face and Online Efl Lessons

Wright

2017

Indonesian J. Appl. Linguist

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With the ever-increasing development of technology, online teaching is more readily accepted as a viable component in teaching and learning, and blended learning, the combining of online and faceto-face learning, is becoming commonplace in many higher education institutions. Blended learning is, particularly in developing countries, in its early stages and not without its challenges. Asynchronous online lessons are currently still more prevalent in many areas of South-East Asia, perhaps due to potential difficulty in obtaining strong Internet connections, which may deter educators from synchronous options. Technological media have the potential to broaden the scope of resources available in teaching and to enhance the language learning experience. Although research to date shows some focus on blended learning, literature on distance online teaching seems more prevalent. This study exposed 112 Malaysian undergraduate EFL students' responses to an online lesson as part of an English grammar course, and investigates common student perceptions of the online lesson as compared with face-to-face lessons. Questionnaires using qualitative (Likert scale questions) and quantitative (open-ended questions) approaches provided data for content analysis to determine common student perceptions, with particular reference to motivation and interest. In general, more students associated in-class lessons with higher motivation and more interest, due to better understanding, valued classroom interaction with the lecturer and peers, and input from the lecturer. Students preferring the online lesson cited speed and convenience of study and flexibility of time and place of study as reasons for their choice. Skilful implementation of online lessons can enhance a language course but should not undermine the value of face-to-face instruction with EFL teachers.

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Section: Discussionsupporting

confidence: 69%

Section: Student Perception and Satisfaction With Online Lessonsmentioning

confidence: 99%

Blended Learning: Student Perception of Face-to-Face and Online Efl Lessons

Wright

2017

Indonesian J. Appl. Linguist

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“…Transferring knowledge and the effectiveness of clinical teaching-learning strategies lies in facilitating student engagement through promoting a diversity of experiences, creating shared learning opportunities, maximizing student-faculty interaction, involving students in active learning, and setting high expectations [26] . There is a positive impact of collaborative learning [27,28] , blended learning [29] , shared-learning experiences [30,31] , and technologies [32][33][34][35][36] for improving the engagement of students and development of capabilities. Students reported increased engagement in self-directed clinical learning activities like e-learning [37] and web based learning [38] for developing critical reasoning processes, and conveyed that learning was more dynamic and active compared to the learning experienced in the conventional curricula [35] .…”

Section: Literature Reviewmentioning

confidence: 99%

Exploring nursing student engagement in the learning environment for improved learning outcomes

D’Souza

Isac²,

Venkatesaperumal³

et al. 2013

Clinical Nursing Studies

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Background: Nursing students' engagement in the curriculum is important for learning outcomes in undergraduate nursing education.Objective: The aim of this paper is to explore students' engagement processes in cognitive, behavioural and emotional learning in the undergraduate nursing curriculum.Method: An exploratory cross-sectional research design was used to conduct the study in Oman. A standardized validated Student Engagement Questionnaire (SEQ) was used to collect data from 250 nursing students of a public nursing school in 2010.Results: 50% of the students (N=250) had high mean scores in the three engagement domains: Meaningul processes, Participation and Focused attention. Participation mean scores were the highest compared to the Focused attention and Meaningul processes. There was a significant association between cohort, as well as siblings studying in the same university and the 17 engagement subdomains. Conclusions:Nursing students showed higher engagement in the clinical learning environment. Critical and creative thinking, adaptability, ability to solve problems and to manage one's own learning were considered important factors in the cognitive and behavioural learning process. The ability to work with others, communication and interpersonal skills are considered vital for emotional and behavioural learning.Implications: Nursing students should be engaged in student centered and interactive pedagogies for cognitive, emotional and behavioural learning. Nurse educators should integrate active and collaborative learning strategies in teaching.

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“…While online learning ensures flexibility and competency which are difficult to ensure in a real class setting, face to face education enables social interaction which is required as guidance for students. Some studies underlined that technology and interaction type should be taken into consideration in order to design effective, attractive and efficient learning environments (Karadeniz 2009;Bliuc et al 2007;Ginns and Ellis 2007). The best aspects of both face to face and online learning and the integration of e-learning into traditional learning programs with the development of new delivery communication technology systems have created blended learning.…”

mentioning

confidence: 99%

Students’ opinions on blended learning and its implementation in terms of their learning styles

2009

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The purpose of this article is to examine students' views on the blended learning method and its use in relation to the students' individual learning style. The study was conducted with 31 senior students. Web based media together with face to face classroom settings were used in the blended learning framework. A scale of Students' Views on Blended Learning and its implementation, Kolb's Learning Style Inventory, Pre-Information Form and open ended questions were used to gather data. The majority of the students' fell into assimilators, accommodators and convergers learning styles. Results revealed that students' views on blended learning method and its use are quite positive.

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Quality in blended learning: Exploring the relationships between on-line and face-to-face teaching and learning

Cited by 357 publications

References 16 publications

Blended Learning: Student Perception of Face-to-Face and Online Efl Lessons

Blended Learning: Student Perception of Face-to-Face and Online Efl Lessons

Exploring nursing student engagement in the learning environment for improved learning outcomes

Students’ opinions on blended learning and its implementation in terms of their learning styles

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