The incorporation of hands-on tasks in an online course: an analysis of a blended learning environment

Chandler, Thomas; Park, Yoon Soo; Levin, Karen; Morse, Stephen S.

doi:10.1080/10494820.2011.593524

Cited by 16 publications

(10 citation statements)

References 12 publications

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“…Yet, the current finding is consistent with Chandlera, et al (2013) who showed that blended learning was significantly effective on the respondents' application of teaching skills. Similarly, (Lee & Wu, 2006) indicated that the use of videos in web-based computer-mediated communication effectively enhanced pre-service teachers' teaching experience.…”

Section: Resultssupporting

confidence: 82%

“…Within this epistemology, learning is an active process in which meaning comes from experience (Chandlera, Parkb, Levinc & Morse, 2013). Therefore, the learning environment requires effective experiences where learners play an active role in the teaching and learning process.…”

Section: Introductionmentioning

confidence: 99%

“…Yet, the absence of meaningful face-to-face social interaction may impede the entire online learning process (Chandlera et al, 2013). …”

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Enhancing Student Teachers’ Teaching Skills Through a Blended Learning Approach

Albhnsawy

Aliweh

2016

IJHE

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This study investigated the effect of a blended learning program on student teachers' teaching skills in an undergraduate microteaching course. The blended learning program lasted for nine weeks. This program aimed at integrating social network tasks and face-to-face teaching activities. Pre-and post-tests were administered to assess student teachers' micro-teaching performance. Data analysis revealed that blended learning has a significant effect on the participants' teaching skills. Relevant interpretations and recommendations were offered.

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Section: Resultssupporting

confidence: 82%

Section: Introductionmentioning

confidence: 99%

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Enhancing Student Teachers’ Teaching Skills Through a Blended Learning Approach

Albhnsawy

Aliweh

2016

IJHE

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show abstract

“…Hron and Friedrich (2003) suggested that even for online learning, face-to-face scenarios are necessary for learners to gain positive experiences. Chandler et al (2013) also observed that instruction combined with face-to-face hands-on activities showed significant improvement in learner understanding of the instructional contents. Such face-to-face and hands-on activities are particularly important for learning science-related subject matters.…”

Section: Introductionmentioning

confidence: 76%

Employing Augmented-Reality-Embedded Instruction to Disperse the Imparities of Individual Differences in Earth Science Learning

Chen¹,

Wang

2015

J Sci Educ Technol

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Studies have proven that merging hands-on and online learning can result in an enhanced experience in learning science. In contrast to traditional online learning, multiple in-classroom activities may be involved in an augmented-reality (AR)-embedded e-learning process and thus could reduce the effects of individual differences. Using a three-stage AR-embedded instructional process, we conducted an experiment to investigate the influences of individual differences on learning earth science phenomena of ''day, night, and seasons'' for junior highs. The mixed-methods sequential explanatory design was employed. In the quantitative phase, factors of learning styles and ICT competences were examined alongside with the overall learning achievement. Independent t tests and ANCOVAs were employed to achieve inferential statistics. The results showed that overall learning achievement was significant for the AR-embedded instruction. Nevertheless, neither of the two learner factors exhibited significant effect on learning achievement. In the qualitative phase, we analyzed student interview records, and a wide variation on student's preferred instructional stages were revealed. These findings could provide an alternative rationale for developing ICT-supported instruction, as our three-stage AR-embedded comprehensive e-learning scheme could enhance instruction adaptiveness to disperse the imparities of individual differences between learners.

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“…Previous research revealed that students learn better from active or hands-on learning activities than in passive presentations of information, such as traditional lectures (Dale 1969;Parkinson et al 2003;Day et al 2005;Chandler et al 2013;Lee et al,2013). This view can be translated into a pyramid form (e.g., the Learning Pyramid), which has the traditional lecture on top and "hands-on practice" near the bottom (see Figure 1).…”

Section: Implementation Of Web Lecturesmentioning

confidence: 99%

Design and use of web lectures to enhance GIS teaching and learning strategies: the students’ opinions

Ooms

Maeyer

Wit

et al. 2015

Cartography and Geographic Information Science

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Abstract. The goal of this research is to design, use and evaluate a set of weblectures, specifically tailored to the needs of students in higher education who follow GIS-related courses. Since education in GIS includes theoretical concepts and practical experience, these teaching strategies will both be implemented in the weblectures. The User Centered Design approach is used in the design process to increase the acceptance of the weblectures and the motivation to use them: perceived usefulness and ease of use. The results show that the students appreciate the initial set of weblectures, but that they need to be motivated more to use them (especially when theoretical topics are covered). Students still value the 'traditional' face-to-face lectures and see the weblectures as an ideal complement.

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The incorporation of hands-on tasks in an online course: an analysis of a blended learning environment

Cited by 16 publications

References 12 publications

Enhancing Student Teachers’ Teaching Skills Through a Blended Learning Approach

Enhancing Student Teachers’ Teaching Skills Through a Blended Learning Approach

Employing Augmented-Reality-Embedded Instruction to Disperse the Imparities of Individual Differences in Earth Science Learning

Design and use of web lectures to enhance GIS teaching and learning strategies: the students’ opinions

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