Student Engagement and Blended Learning:  Making the Assessment Connection

Vaughan, Norman

doi:10.3390/educsci4040247

Cited by 87 publications

(68 citation statements)

References 12 publications

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“…This places the course in a unique position of being neither fully online since some definitions of online learning would require 100 % asynchronous interaction nor face to face (since students were not in the same physical space). Blended learning definitions vary (Vaughan 2014), but a consistently used definition is that it is the ''organic integration of thoughtfully selected and complementary face-to-face and online approaches and technologies'' (Garrison and Vaughan 2008, p. 148). The sense of blending face-toface and online modalities is echoed by other researchers (Graham 2006).…”

Section: Discussionmentioning

confidence: 99%

Learning to teach mathematics specialists in a synchronous online course: a self-study

Hjalmarson

2015

J Math Teacher Educ

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This article uses a self-study research methodology to explore teaching an online course for mathematics specialists. The course included weekly videoconferencing sessions and focused on supporting their development as mathematics coaches working with K-8 teachers to enhance mathematics teaching and learning. The central question for the self-study was about the design of the course and the characteristics of the learning environment that resulted from the design. The study included journal reflections and survey data. Three themes emerged in the analysis of the instructional decision making for the course: student autonomy and engagement, authenticity and practicality, and fostering community.

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Section: Discussionmentioning

confidence: 99%

Learning to teach mathematics specialists in a synchronous online course: a self-study

Hjalmarson

2015

J Math Teacher Educ

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“…Operatīva atgriezeniskā saite un formatīvā vērtēšana reālajā laikā palielina skolēnu iesaistīšanos kursa satura apguvē, paver sadarbības iespējas ar vienaudžiem, mā-cībspēkiem un ārējiem ekspertiem, tādējādi palielinot skolēnu panākumus un apmierinātību (Vaughan, 2014). Jauktās mācīšanās efektivitāti var paaugstināt, ja izmanto vērtēšanā centrētu mācību procesu, kurā īsas mācību aktivitātes mācī-šanas menedžmenta sistēmā apvienotas ar e-vērtēšanas rīkiem (Nguyen, 2017).…”

Section: Personalizēta Mācīšanāsunclassified

Mācīšanās lietpratībai

Namsone¹,

Oliņa²,

France³

et al. 2018

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Grāmatā atklāta kompetences jēdziena būtība, aplūkota mācīšanās iedziļinoties un mācīšanās paradigmas pakāpeniska maiņa skolu praksē. Atsegtas kompetences kā kompleksa snieguma vērtēšanas iespējas. Analizēts jau esošo valsts līmeņa pārbaudes darbu potenciāls mērīt kompleksu sniegumu, ieviest formatīvo vērtēšanu regulārā skolu praksē. Analizētas skolotājiem nepieciešamās prasmes šādas pieejas īstenošanā, iespēja mērīt skolotāju prasmes mācīšanās vajadzību apzināšanā un būvēt atbilstošu ilgtermiņa praksē balstītu skolotāju mācīšanos un inovāciju pārnesi skolā un starp skolām. Aplūkota digitālās pratības attīstīšanas nepieciešamība un informācijas tehnoloģiju iespējas snieguma vērtēšanā. Autori analizē esošo situāciju, salīdzinot to ar citu valstu pieredzi un pētījumu datiem, parāda piemērus, kā šīs pārmaiņas pakāpeniski ienāk skolu praksē, un apzina turpmāk veicamos soļus. Grāmata adresēta izglītības pētniekiem, skolu vadītājiem, skolotājiem, studentiem -lasītājiem, kas ir ieinteresēti iedziļināties valstī izglītības jomā notiekošo pārmaiņu būtībā.

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“…2017, 7, 61 3 of 15 applying academic models [23]. Vaughan [24] warns, however, not to overburden students by using too many forms of assessment to cover too much material. Students can quickly become overwhelmed with content, feel over-assessed, and forget about key concepts.…”

Section: Author Affects Effectmentioning

confidence: 99%

Digital Storytelling in a Flipped Classroom for Effective Learning

Bechter

Swierczek

2017

Education Sciences

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Conclusive empirical evidence on whether virtual classrooms result in higher performance, satisfaction, or an improvement in problem solving skills when compared with traditional face-to-face lecturing does not exist. Various studies point in different directions. However, blended learning outperforms the traditional classroom in student performance and satisfaction. A flipped classroom is one type of blended learning. For more than 20 years, this approach has been used at a European executive MBA (EMBA) program delivering online content combined with six residential weeks where students collaborate and reflect upon their online learning. Our research examined the overall setup of this program, and assessed one course in depth. As part of the course-International Management-an intercultural negotiation project was chosen to highlight the integration of online and offline activities. The flipped classroom is a demonstration of the reform-based teaching approach. The power of reform-based learning in executive education is the engaging combination of practice and theory, which improves the performance of executives. The participants considered the flipped approach exciting, dynamic, and insightful. The emphasis on a negotiation process involving classmates from around the world increased their global understanding. Beginning with a negotiation experience in the digital story project gave them a better appreciation of the relevant theories, techniques, and applications. Focusing on the practice of international negotiation and a cross-cultural analysis with reflection on cultural intelligence improved the competencies of the participants both during the course and after it.

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Student Engagement and Blended Learning: Making the Assessment Connection

Cited by 87 publications

References 12 publications

Learning to teach mathematics specialists in a synchronous online course: a self-study

Learning to teach mathematics specialists in a synchronous online course: a self-study

Mācīšanās lietpratībai

Digital Storytelling in a Flipped Classroom for Effective Learning

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