Using a blended learning approach to support women returning to STEM

Herman, Clem; Gracia, Rosaria; Macniven, Lesley; Clark, Bernie; Doyle, Geraldine

doi:10.1080/02680513.2018.1554475

Cited by 16 publications

(20 citation statements)

References 31 publications

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“…Educational institutions are designing and carrying out various school activities based on the use of ICT in order to improve the teaching–learning conditions (Flores et al., 2015; Herman et al., 2019). Therefore, teachers are beginning to use new pedagogical and technological models to meet the needs and demands of society in the 21st century (Cobanoglu, 2018; Pellas and Kazanidis, 2014; Simonova, 2018).…”

Section: Ict In the Educational Fieldmentioning

confidence: 99%

“…Also, Blended learning relies on the Internet to create new educational spaces that increase the motivation and satisfaction of the students (Cerna, 2018; Robles et al., 2016). Likewise, this hybrid modality favors the autonomy of the students during the learning process (Herman et al., 2019; Lai et al., 2016; Robles et al., 2016).…”

Section: Ict In the Educational Fieldmentioning

confidence: 99%

“…Some of the benefits related with Blended learning are the organization of activities that promote the collaborative work and active role of students during the teaching–learning process (Herman et al., 2019). In addition, this hybrid modality allows the realization of the student-centered activities (Hill et al., 2017; Samaniego et al., 2015).…”

Section: Ict In the Educational Fieldmentioning

confidence: 99%

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Impact of the WampServer application in Blended learning considering data science, machine learning, and neural networks

Salas-Rueda

2020

E-Learning and Digital Media

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This quantitative research aims to analyze the impact of the WampServer application in Blended learning during the educational process of computing through data science, machine learning, and neural networks. WampServer is a free application that allows the creation of websites considering the use of the database. This research proposes the use of Blended learning in the Development of applications subject in order to facilitate the teaching–learning process in the Database unit. The students discuss and reflect the concepts on the database in the classroom and carry out various school activities on the construction of websites at home through the use of the WampServer application. The sample consists of 28 students who took the Development of applications subject during the 2016 school year. The results of machine learning (linear regression) with 50, 60, and 70% of training indicate that the use of PHP, HTML, and SQL languages in the WampServer application positively influences the assimilation of knowledge and development of skills on web programming. Data science identifies six predictive models about the use of WampServer in the educational process of computing. On the other hand, neural networks determine the factors that influence the assimilation of knowledge and development of skills on web programming. This research recommends the incorporation of the WampServer application in the school activities related to the computer field to create new educational spaces and facilitate the teaching–learning process. Teachers can transform the educational context through the organization and realization of creative activities inside and outside the classroom. Finally, the use of WampServer in Blended learning allows creating new spaces for teaching and learning of computer science because this application favors the assimilation of knowledge and development of skills on web programming.

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Section: Ict In the Educational Fieldmentioning

confidence: 99%

Section: Ict In the Educational Fieldmentioning

confidence: 99%

Section: Ict In the Educational Fieldmentioning

confidence: 99%

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Impact of the WampServer application in Blended learning considering data science, machine learning, and neural networks

Salas-Rueda

2020

E-Learning and Digital Media

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“…The 'Returning to STEM' BOC was created by drawing on the project research and through a partnership with Equate Scotland -an organisation that works towards the advancement of women in STEM careers. However, a key lesson learned was around the effectiveness of a blended learning approach, which combined the BOC with face-to-face workshops and individual meetings (Herman et al, 2019). While there is a tendency to focus on the online experience of OER, it can be at their most useful when combined with face-to-face teaching and support.…”

Section: Innovation For Inclusion Benefits Everyonementioning

confidence: 99%

Accessible Inclusive Learning: Futures

Coughlan¹,

Lister²,

Tai-Seale³

et al. 2019

Educational Visions: The Lessons From 40 Years of Innovation

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The previous chapter on Accessible Inclusive Learning: Foundations outlined some key approaches and challenges when conducting research that seeks to make learning accessible to all. Here, we explore newer trends that are directing our current research and practice in this area. These promising directions include devising models for global networks, the potential to collect and use data to understand learning experiences in new ways, and new opportunities arising through artificial intelligence. By exploring current and recent projects around these areas, we also highlight some emerging tensions. Finally, we return to thinking about how we conduct research, considering how concepts of bricolage and guerrilla research are important in our methodological palette.

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“…For the purpose of this paper, the definition of the blended learning is the one used by University of Ottawa: "A blended course is designed such that some in-class time is substituted by equally meaningful online activities" [10]. The blended learning approach has numerous advantages such as offering flexibility, reaching a range of learner types, and keeping instructor contact, but it, however, should be well designed using appropriate tools to reach these goals [1], [7], [11], [12]. One of the keys for the success of a blended course is the availability and adequate use of teaching and communication tools.…”

Section: Tools For Transition Toward the Flipped Classroom Approachmentioning

confidence: 99%

The Impact of the Classroom Environment on the Transition From the Traditional Model to the Flipped Classroom in a Unit Operation Course

Fauteux‐Lefebvre¹

2019

PCEEA

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The learning objectives of the Unit Operation course are to learn, understand and apply the operational and design principles of various separation units. For each unit, students must learn the process principles, how to apply mass and energy balances and how to use solving procedures in various contexts to design units, based on given parameters and operating objectives. The main challenges for the students are to develop the general design skills and the necessary knowledge of the theory principles, with a deep understanding of the various concepts and procedures specific to each unit. The traditional format of the course leads students to solve problems mostly during their study time, while the help of the teacher is not direct. A flipped classroom approach would allow students to revise, explore and acquire significant part of the knowledge online or on their own rather than during the lectures and then to benefit from more efficient design problem-solving sessions. It, however, requires adaptation and engagement from both the students and the instructors for a successful learning experience. In this course, the transformation is gradually implemented with the use of active learning classrooms and the development of a blended learning format of the course, to obtain an entirely flipped classroom. The access to active learning classrooms is one of the tools that could impact the quality of the flipped classroom organization, but also change the student’s experience, and was the studied. Having the suitable space, tools and seating organization to easily work in team and share their work with the entire group efficiently could help them to be engaged and to develop these new skills. The assessment of the student’s experience during the unit operations course in the active learning classroom showed that it promotes collaboration and it was appreciated by the majority of students, with a clear preference for this classroom over a traditional one for the various learning activities. It could then help reducing some obstacles to engage students in cooperative learning.

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Using a blended learning approach to support women returning to STEM

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Cited by 16 publications

References 31 publications

Impact of the WampServer application in Blended learning considering data science, machine learning, and neural networks

Impact of the WampServer application in Blended learning considering data science, machine learning, and neural networks

Accessible Inclusive Learning: Futures

The Impact of the Classroom Environment on the Transition From the Traditional Model to the Flipped Classroom in a Unit Operation Course

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