2.2 slideshow why blended learning--
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Blended learning combines online and face-to-face instruction and has been shown to have advantages over purely face-to-face or online instruction. It allows for personalization by giving students control over certain learning activities to address their individual knowledge gaps. Blended learning also provides increased learning time through additional materials and opportunities for collaboration. It can be used for credit recovery and reducing costs by outsourcing niche classes.
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Defining blended learning
Blended learning combines online and face-to-face learning in a planned, pedagogically valuable way where a substantial portion of content is delivered online and students typically meet face-to-face as well. It converges asynchronous online learning with synchronous human interaction in face-to-face settings, blending the effectiveness of the classroom with self-directed online learning. Blended learning can be defined as a combination of time spent learning in a supervised physical location and learning online, with the student having some control over the time, place, path or pace of learning.
Balanced instruction and blended learning
The document discusses the modern 21st century classroom, which is technology integrated, connected, collaborative, and focuses on personalized and blended learning. It describes blended learning as incorporating both face-to-face instruction and online instruction, with 30-70% of instruction presented online. The document also discusses flipped classrooms, personalized learning, and how student performance data can be used to better understand learning and provide individualized instruction.
Benefits of Blended Learning
Blended learning has several perceived advantages including enabling 24/7 access to learning materials, supporting longer-term learning retention, and allowing for greater participation in discussions. It can reduce time spent away from work for training by delivering some content online. Blended learning also encourages independent learning through increased flexibility and reuse of media assets across different delivery methods.
What is blended learning?
Blended learning combines both face-to-face and online learning. It allows flexibility and accessibility for students while also promoting interaction and engagement. Definitions of blended learning describe the thoughtful integration of in-person and digital learning, or a mix of face-to-face and online activities. Reasons to implement blended learning include improving learning outcomes, increasing demand for flexibility, and developing students' digital literacy. However, blended learning also presents challenges such as increased workload and lack of institutional support.
Online Learning: Meaning, Scope and Its Importance in Teaching and Learning P...
This document discusses online learning, including its meaning, scope, and importance in education. It defines online learning as internet-based courses offered synchronously or asynchronously. The scope of online learning includes online courses, revisions, training, libraries, apps, and games. It is important as it provides increased flexibility of time and location, access to diverse resources, and develops digital literacy skills useful for today's world. Advantages include convenience, enhanced learning, and cost savings, while disadvantages include lack of human interaction and health issues from isolation.
Blended learning - Online Learning and Traditional Learning
Blended learning can increase flexibility for learners in several ways:
- It allows learners to access course content and materials online, so they can learn anywhere at any time, not just during scheduled class meetings. This provides more flexibility over when and where they learn.
- The online components allow learners to review lectures, lessons, and materials at their own pace. They aren't constrained by the pace of the entire class.
- By moving some content online, it frees up class time that can then be used for more interactive, applied, and personalized learning activities like discussions, projects, labs, etc. This shifts the focus to applied, active learning during face-to-face meetings.
Blen
Blended learning workshop (updated febrer.16)
The document summarizes a blended learning workshop that aims to:
1) Share experiences from an e-champions course on blended and e-learning;
2) Sensitize teacher participants about blended and e-learning approaches; and
3) Provide a glimpse of how web tools can be combined with in-person activities. The workshop then discusses what blended learning is, its key characteristics, and how web tools have been used to implement blended learning approaches.
Blended Learning Features within the Blackboard VLE
This document discusses various tools in Blackboard that can assist with blended learning approaches. It describes features like avatars, global navigation, notifications, mobile apps, gamification tools, discussion boards, wikis, learning objects, adaptive release, assessments, and the retention center. The tools are mapped to different learning behaviors like constructivism and socially situated learning. Screenshots and links are provided to explain how each tool works.
Recommended
Defining blended learning
Blended learning combines online and face-to-face learning in a planned, pedagogically valuable way where a substantial portion of content is delivered online and students typically meet face-to-face as well. It converges asynchronous online learning with synchronous human interaction in face-to-face settings, blending the effectiveness of the classroom with self-directed online learning. Blended learning can be defined as a combination of time spent learning in a supervised physical location and learning online, with the student having some control over the time, place, path or pace of learning.
Balanced instruction and blended learning
The document discusses the modern 21st century classroom, which is technology integrated, connected, collaborative, and focuses on personalized and blended learning. It describes blended learning as incorporating both face-to-face instruction and online instruction, with 30-70% of instruction presented online. The document also discusses flipped classrooms, personalized learning, and how student performance data can be used to better understand learning and provide individualized instruction.
Benefits of Blended Learning
Blended learning has several perceived advantages including enabling 24/7 access to learning materials, supporting longer-term learning retention, and allowing for greater participation in discussions. It can reduce time spent away from work for training by delivering some content online. Blended learning also encourages independent learning through increased flexibility and reuse of media assets across different delivery methods.
What is blended learning?
Blended learning combines both face-to-face and online learning. It allows flexibility and accessibility for students while also promoting interaction and engagement. Definitions of blended learning describe the thoughtful integration of in-person and digital learning, or a mix of face-to-face and online activities. Reasons to implement blended learning include improving learning outcomes, increasing demand for flexibility, and developing students' digital literacy. However, blended learning also presents challenges such as increased workload and lack of institutional support.
Online Learning: Meaning, Scope and Its Importance in Teaching and Learning P...
This document discusses online learning, including its meaning, scope, and importance in education. It defines online learning as internet-based courses offered synchronously or asynchronously. The scope of online learning includes online courses, revisions, training, libraries, apps, and games. It is important as it provides increased flexibility of time and location, access to diverse resources, and develops digital literacy skills useful for today's world. Advantages include convenience, enhanced learning, and cost savings, while disadvantages include lack of human interaction and health issues from isolation.
Blended learning - Online Learning and Traditional Learning
Blended learning can increase flexibility for learners in several ways:
- It allows learners to access course content and materials online, so they can learn anywhere at any time, not just during scheduled class meetings. This provides more flexibility over when and where they learn.
- The online components allow learners to review lectures, lessons, and materials at their own pace. They aren't constrained by the pace of the entire class.
- By moving some content online, it frees up class time that can then be used for more interactive, applied, and personalized learning activities like discussions, projects, labs, etc. This shifts the focus to applied, active learning during face-to-face meetings.
Blen
Blended learning workshop (updated febrer.16)
The document summarizes a blended learning workshop that aims to:
1) Share experiences from an e-champions course on blended and e-learning;
2) Sensitize teacher participants about blended and e-learning approaches; and
3) Provide a glimpse of how web tools can be combined with in-person activities. The workshop then discusses what blended learning is, its key characteristics, and how web tools have been used to implement blended learning approaches.
Blended Learning Features within the Blackboard VLE
This document discusses various tools in Blackboard that can assist with blended learning approaches. It describes features like avatars, global navigation, notifications, mobile apps, gamification tools, discussion boards, wikis, learning objects, adaptive release, assessments, and the retention center. The tools are mapped to different learning behaviors like constructivism and socially situated learning. Screenshots and links are provided to explain how each tool works.
Blended learning presentation to the Board of Education
Blended learning emerged in the 1990s from e-learning and has grown significantly since then. It combines online digital media with traditional classroom methods. Blended learning is effective for personalizing learning to each student's needs and motivating students. While it was slow to adopt initially, the rate of blended learning adoption has increased substantially over the past two decades as its benefits have become clear. Key factors that influence adoption include how easy the tools are to use, observing successful examples, and support from early adopters who spread knowledge to others.
Teaching in a Hybrid Virtual Classroom
Media and Learning - Online conference https://media-and-learning.eu/event/media-learning-online-autumn-2021/
Many teaching staff are now faced with a situation where they are not only expected to continue to teach students remotely online, but are also dealing with the learning needs of students in the class with them. This type of teaching goes by a variety of different names, Hybrid, HyFlex, Flexible, Dual Mode to name but a few. Supporting teaching staff in this situation can be a challenge as they and the services that facilitate them struggle with what for many is a juggling act that far too often results in one group of students feeling left out. During this presentation and discussions session, experienceed practioners will share their tips and suggestions for making hybrid work well from a pedagogical as well as a technical point of view.
Panellists:
Zac Woolfitt, Inholland University of Applied Sciences, The Netherlands, Practical approaches to teaching in the Hybrid Classroom
Anas Ghadouani, The University of Western Australia, Australia
Danielle Hinton, Higher Education Futures institute (HEFi), University of Birmingham, UK
Rónán Ó Muirthile, IADT, Ireland, Hybrid teaching: Lessons and learnings from professional broadcasting
Moderator: Fleur Braunsdorf, University of Amsterdam, The Netherlands
Power poin aton blended learning
Blended learning combines online and in-person learning, allowing students some control over the time, place, path, and pace of their education. It utilizes different learning styles and preferences by combining the strengths of teachers and technology tools. Blended learning provides flexibility for students to learn both independently and collaboratively, while helping teachers maximize their instructional time and streamlining costs similar to traditional schooling. It is a learning process that uses various media and technology to facilitate both conventional classroom and independent online learning.
blended learning show
Blended learning combines online and in-person learning, allowing students some control over their time, place, path, and pace of instruction. It helps students learn in ways aligned with their styles and preferences, provides flexibility for teachers and independent study opportunities for students. Blended learning combines the strengths of in-person classes with online multimedia content that students can access anywhere, anytime with internet access.
Literature review
GippsTAFE conducted a literature review to identify strategies for successful online teaching. The review found that online teachers require strong communication, organization, and flexibility skills. Specifically:
1) Teachers must engage and interact with students to create online communities, not just provide content.
2) Teachers need to adapt resources and provide feedback, communication, and motivation to support online learners.
3) Organizing content, activities, and timelines while providing individualized feedback are important.
The literature identifies best practices for online teaching that rely on these three skills. GippsTAFE aims to support its online teachers' development of communication, organization, and flexibility.
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The flipped classroom_the_full_picture
The document describes the flipped classroom model and addresses some criticisms of it. It proposes an experiential learning model for the flipped classroom that addresses these criticisms. The model incorporates video lectures and online content within a larger framework of learning activities based on experiential learning theories. It involves four phases: 1) an experiential activity to engage students, 2) students learning concepts through videos and online resources, 3) students reflecting on their understanding, and 4) applying their knowledge through real-world projects or problems. The goal is for content to support rather than drive learning by giving students control over content while using class time for hands-on activities.
Kelly torres
This document discusses creating student engagement through e-learning faculty mentorship. It notes that online education enrollment is increasing, with 28% of students taking at least one online course. Faculty mentorship is important for supporting online students and can help with retention, feelings of connection, and research productivity if done effectively. Mentorship challenges include a lack of professional development for mentors and unclear written feedback. The conclusion advocates for faculty to provide psychosocial, academic and professional support to students.
What is B-learning
Hello there, I hope this presentation helps you to understand, in a creative way, this type of teaching-learning.
Blended Learning - Reading Horizons White Paper
What is blended learning? Hear from the experts at Reading Horizons and learn how blended learning is permanently changing the structure of education. Visit www.readinghorizons.com or follow Reading Horizons on social media to learn more about blended learning.
Hybrid Teaching
The document discusses creating successful blended courses that combine both face-to-face and online learning. It defines blended courses as those that reduce traditional classroom time and incorporate more online activities and learning. It provides examples of how different subjects can implement blended models and discusses the benefits for students, staff, and administration. Key considerations for developing blended courses include focusing on pedagogy, integrating online and in-person components, managing expectations, and evaluating frequently.
Blended learning
Blended learning combines elements of both traditional in-person instruction and online learning. It allows students to learn partially at school and partially online at home. This approach provides benefits from both models by letting students learn at their own pace online, while still allowing for interaction with teachers and peers in a classroom setting. Blended learning can take various forms, including students attending school part-time and learning virtually the rest of the week, or using computer labs at school for some online coursework with support from a facilitator.
Blended learning
Blended learning combines traditional in-person classroom learning with online learning. It allows students to learn both in a structured classroom environment with an instructor and through independent online learning. Blended learning accounts for different learning styles and preferences by offering flexibility. It provides benefits like increased engagement, opportunities for personalized learning, lower costs compared to only in-person instruction, and the ability to quickly adopt new learning trends. Common blended learning models include rotations between online and in-person activities, a primarily online model with in-person support, and fully online models with instructor interaction through messaging. Blended learning shifts the teacher's role to a coach and mentor and increases student autonomy, engagement, and opportunities for personalized learning.
BC Distributed Learning Conference 2013 - Voracious Appetite: Examining the R...
Barbour, M. K. (2013, February). Voracious appetite: Examining the role of the teacher in relation to K-12 online learning. Learning & Sharing Distributed Learning Conference, Vancouver, BC.
Blended learning
Blended learning is an approach to teaching and learning that combines online and in-person learning. It involves using electronic and online media as well as traditional face-to-face teaching. Blended learning provides flexibility, effectiveness, and cost-effectiveness. However, it can also overwork teachers and students if not implemented properly.
Blended learning a new way for students
we need new techniques foe teaching and learning. our life is changing its own way so methods of learning should be changed accordingly. here author has focused on blending of class room learning and on line learning; its called blended learning. its very useful for innovative teacher and students.
Blended learning
Blended learning combines online and in-person learning experiences. It allows students to learn about the same topics both online and in class, with the online and in-person experiences complementing each other. There are various models of blended learning, including the flipped classroom model where instructional content is accessed outside class and class time is used for projects and help. Blended learning has benefits like extending reach, optimizing costs, and allowing students to learn at their own pace, but critics question whether students get enough guidance and supervision without teachers.
MuLLLTi_Blended learning for lifelong learners in a multicampuscontext
This document discusses blended learning for lifelong learners in higher education. It defines blended learning as a combination of face-to-face and online learning that focuses on active learning through authentic tasks linked to real-world contexts. Blended learning can increase accessibility for lifelong learners by allowing flexible scheduling and reducing travel time. It also enables tailored instruction to meet learners' specific needs. However, blended learning presents challenges for institutions to design effective blends and support faculty adoption of transformative pedagogies.
An overview of blended learning principles prpf. mary
This document summarizes a webinar on blended learning principles for e-learning facilitation. The webinar covered the TPACK framework of technology, pedagogy and content knowledge. It discussed the Community of Inquiry framework and its three presences of teaching, social and cognitive. The presentation demonstrated the UP ClickuP learning management system and provided examples of course orientation, templates and a sample Module O. Blended learning models and configurations were defined, and the benefits of using open educational resources in blended learning were explained. The webinar concluded that blended learning can increase access to affordable quality education when well-planned and implemented.
Blended Learning
The document discusses blended learning, which combines different modes of delivery including classroom training, web-based training, and mobile learning. Blended learning allows for active learning and customization to individual learners. It has emerged as a natural choice for training companies and higher education due to benefits like cost savings and flexibility. Advancing technologies will continue impacting and expanding blended learning opportunities.
cuota de alimentos
Este documento resume los estudios socioeconómicos sobre la cuota alimenticia en el departamento de Chalatenango, El Salvador. Explica que la cuota alimenticia incluye alimentos, vivienda, ropa, salud y educación. Los sujetos obligados a pagar la cuota incluyen cónyuges, ascendientes, descendientes y hermanos. El monto se determina considerando la necesidad del alimentario y la capacidad económica del obligado. La cuota se puede hacer efectiva a través de descuentos en nómina, el sistema bancario
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Blended learning presentation to the Board of Education
Blended learning emerged in the 1990s from e-learning and has grown significantly since then. It combines online digital media with traditional classroom methods. Blended learning is effective for personalizing learning to each student's needs and motivating students. While it was slow to adopt initially, the rate of blended learning adoption has increased substantially over the past two decades as its benefits have become clear. Key factors that influence adoption include how easy the tools are to use, observing successful examples, and support from early adopters who spread knowledge to others.
Teaching in a Hybrid Virtual Classroom
Media and Learning - Online conference https://media-and-learning.eu/event/media-learning-online-autumn-2021/
Many teaching staff are now faced with a situation where they are not only expected to continue to teach students remotely online, but are also dealing with the learning needs of students in the class with them. This type of teaching goes by a variety of different names, Hybrid, HyFlex, Flexible, Dual Mode to name but a few. Supporting teaching staff in this situation can be a challenge as they and the services that facilitate them struggle with what for many is a juggling act that far too often results in one group of students feeling left out. During this presentation and discussions session, experienceed practioners will share their tips and suggestions for making hybrid work well from a pedagogical as well as a technical point of view.
Panellists:
Zac Woolfitt, Inholland University of Applied Sciences, The Netherlands, Practical approaches to teaching in the Hybrid Classroom
Anas Ghadouani, The University of Western Australia, Australia
Danielle Hinton, Higher Education Futures institute (HEFi), University of Birmingham, UK
Rónán Ó Muirthile, IADT, Ireland, Hybrid teaching: Lessons and learnings from professional broadcasting
Moderator: Fleur Braunsdorf, University of Amsterdam, The Netherlands
Power poin aton blended learning
Blended learning combines online and in-person learning, allowing students some control over the time, place, path, and pace of their education. It utilizes different learning styles and preferences by combining the strengths of teachers and technology tools. Blended learning provides flexibility for students to learn both independently and collaboratively, while helping teachers maximize their instructional time and streamlining costs similar to traditional schooling. It is a learning process that uses various media and technology to facilitate both conventional classroom and independent online learning.
blended learning show
Blended learning combines online and in-person learning, allowing students some control over their time, place, path, and pace of instruction. It helps students learn in ways aligned with their styles and preferences, provides flexibility for teachers and independent study opportunities for students. Blended learning combines the strengths of in-person classes with online multimedia content that students can access anywhere, anytime with internet access.
Literature review
GippsTAFE conducted a literature review to identify strategies for successful online teaching. The review found that online teachers require strong communication, organization, and flexibility skills. Specifically:
1) Teachers must engage and interact with students to create online communities, not just provide content.
2) Teachers need to adapt resources and provide feedback, communication, and motivation to support online learners.
3) Organizing content, activities, and timelines while providing individualized feedback are important.
The literature identifies best practices for online teaching that rely on these three skills. GippsTAFE aims to support its online teachers' development of communication, organization, and flexibility.
iPDP using Google Apps for Education
The presentation covers the development of a personal development planning resource using Google Apps for Education
The flipped classroom_the_full_picture
The document describes the flipped classroom model and addresses some criticisms of it. It proposes an experiential learning model for the flipped classroom that addresses these criticisms. The model incorporates video lectures and online content within a larger framework of learning activities based on experiential learning theories. It involves four phases: 1) an experiential activity to engage students, 2) students learning concepts through videos and online resources, 3) students reflecting on their understanding, and 4) applying their knowledge through real-world projects or problems. The goal is for content to support rather than drive learning by giving students control over content while using class time for hands-on activities.
Kelly torres
This document discusses creating student engagement through e-learning faculty mentorship. It notes that online education enrollment is increasing, with 28% of students taking at least one online course. Faculty mentorship is important for supporting online students and can help with retention, feelings of connection, and research productivity if done effectively. Mentorship challenges include a lack of professional development for mentors and unclear written feedback. The conclusion advocates for faculty to provide psychosocial, academic and professional support to students.
What is B-learning
Hello there, I hope this presentation helps you to understand, in a creative way, this type of teaching-learning.
Blended Learning - Reading Horizons White Paper
What is blended learning? Hear from the experts at Reading Horizons and learn how blended learning is permanently changing the structure of education. Visit www.readinghorizons.com or follow Reading Horizons on social media to learn more about blended learning.
Hybrid Teaching
The document discusses creating successful blended courses that combine both face-to-face and online learning. It defines blended courses as those that reduce traditional classroom time and incorporate more online activities and learning. It provides examples of how different subjects can implement blended models and discusses the benefits for students, staff, and administration. Key considerations for developing blended courses include focusing on pedagogy, integrating online and in-person components, managing expectations, and evaluating frequently.
Blended learning
Blended learning combines elements of both traditional in-person instruction and online learning. It allows students to learn partially at school and partially online at home. This approach provides benefits from both models by letting students learn at their own pace online, while still allowing for interaction with teachers and peers in a classroom setting. Blended learning can take various forms, including students attending school part-time and learning virtually the rest of the week, or using computer labs at school for some online coursework with support from a facilitator.
Blended learning
Blended learning combines traditional in-person classroom learning with online learning. It allows students to learn both in a structured classroom environment with an instructor and through independent online learning. Blended learning accounts for different learning styles and preferences by offering flexibility. It provides benefits like increased engagement, opportunities for personalized learning, lower costs compared to only in-person instruction, and the ability to quickly adopt new learning trends. Common blended learning models include rotations between online and in-person activities, a primarily online model with in-person support, and fully online models with instructor interaction through messaging. Blended learning shifts the teacher's role to a coach and mentor and increases student autonomy, engagement, and opportunities for personalized learning.
BC Distributed Learning Conference 2013 - Voracious Appetite: Examining the R...
Barbour, M. K. (2013, February). Voracious appetite: Examining the role of the teacher in relation to K-12 online learning. Learning & Sharing Distributed Learning Conference, Vancouver, BC.
Blended learning
Blended learning is an approach to teaching and learning that combines online and in-person learning. It involves using electronic and online media as well as traditional face-to-face teaching. Blended learning provides flexibility, effectiveness, and cost-effectiveness. However, it can also overwork teachers and students if not implemented properly.
Blended learning a new way for students
we need new techniques foe teaching and learning. our life is changing its own way so methods of learning should be changed accordingly. here author has focused on blending of class room learning and on line learning; its called blended learning. its very useful for innovative teacher and students.
Blended learning
Blended learning combines online and in-person learning experiences. It allows students to learn about the same topics both online and in class, with the online and in-person experiences complementing each other. There are various models of blended learning, including the flipped classroom model where instructional content is accessed outside class and class time is used for projects and help. Blended learning has benefits like extending reach, optimizing costs, and allowing students to learn at their own pace, but critics question whether students get enough guidance and supervision without teachers.
MuLLLTi_Blended learning for lifelong learners in a multicampuscontext
This document discusses blended learning for lifelong learners in higher education. It defines blended learning as a combination of face-to-face and online learning that focuses on active learning through authentic tasks linked to real-world contexts. Blended learning can increase accessibility for lifelong learners by allowing flexible scheduling and reducing travel time. It also enables tailored instruction to meet learners' specific needs. However, blended learning presents challenges for institutions to design effective blends and support faculty adoption of transformative pedagogies.
An overview of blended learning principles prpf. mary
This document summarizes a webinar on blended learning principles for e-learning facilitation. The webinar covered the TPACK framework of technology, pedagogy and content knowledge. It discussed the Community of Inquiry framework and its three presences of teaching, social and cognitive. The presentation demonstrated the UP ClickuP learning management system and provided examples of course orientation, templates and a sample Module O. Blended learning models and configurations were defined, and the benefits of using open educational resources in blended learning were explained. The webinar concluded that blended learning can increase access to affordable quality education when well-planned and implemented.
Blended Learning
The document discusses blended learning, which combines different modes of delivery including classroom training, web-based training, and mobile learning. Blended learning allows for active learning and customization to individual learners. It has emerged as a natural choice for training companies and higher education due to benefits like cost savings and flexibility. Advancing technologies will continue impacting and expanding blended learning opportunities.
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Blended learning presentation to the Board of Education
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BC Distributed Learning Conference 2013 - Voracious Appetite: Examining the R...
BC Distributed Learning Conference 2013 - Voracious Appetite: Examining the R...
MuLLLTi_Blended learning for lifelong learners in a multicampuscontext
MuLLLTi_Blended learning for lifelong learners in a multicampuscontext
An overview of blended learning principles prpf. mary
An overview of blended learning principles prpf. mary
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See how one nursing program has successfully developed a nursing program using the blended learning and flipped classroom models.
Blended leraning
The document discusses blended learning and its application in language learning. It defines blended learning as combining face-to-face classroom methods with computer-mediated activities. A specific approach called blended e-learning cooperative approach (BeLCA) is described that combines face-to-face learning, technology use, and group work. BeLCA involves three types of interactions and has benefits for language learning but also disadvantages like costs and teacher workload. The document also outlines factors that promote successful blended learning, including considering institutional support, teacher professional development, and student readiness. It describes a seven-phase model for designing blended learning programs based on analysis, design, development, implementation, evaluation, and feedback.
Is online education an effective replacement for traditional classroom teaching?
Is online education an effective replacement for traditional classroom teaching?DamaineFranklinMScBE
The proliferation of information and communication technology (ICT) has created significant advancements in the way both teaching and learning take place. Among these advancements is the emergence of online learning, also known as e-learning, which is defined as the distribution of learning materials and resources online via the use of information and communication technology to facilitate the learning experience (Chitra & Raj, 2018, p. 2). This implies that there is no face-to-face interaction with online learning, unlike traditional education. Due to its flexibility and convenience, online education has become one of the most popular teaching and learning methods. However, there appears to be substantial debate among researchers regarding the relevance and effectiveness of both online education and traditional classroom teaching. Some researchers argue that traditional classroom teaching is still relevant and, as such, is the most effective teaching and learning method, whereas others support online learning as the most effective method of teaching and learning inIs online education an effective replacement for traditional classroom teaching?
The proliferation of information and communication technology (ICT) has created significant advancements in the way both teaching and learning take place. Among these advancements is the emergence of online learning, also known as e-learning, which is defined as the distribution of learning materials and resources online via the use of information and communication technology to facilitate the learning experience (Chitra & Raj, 2018, p. 2).
Adaptive Remediation Solutions Design Framework and Implementation for Studen...
E-learning has established a critical presence in the 21st century learning environment. With the rise
of convergence technologies, different models of e-learning have emerged obliterating the barriers of time and
space and delivering deep learning. Teaching-learning interplay has been further enhanced because of novel
interactive process centric interventions and e-tutoring is emerging as an effective teaching learning solution.
Specifically, the paper addresses the current e-learning challenges by designing and implementing Adaptive
Remediation Solutions Framework to e-tutoring. The e-tutoring Adaptive Remediation Solutions Framework
deals with improvement of the overall learning experience by identifying the gap and adopting Learning to
learn driven remedial interventions with the specific cognitive requirements of the learner traditionally not
catered to in a standard (conventional) e-learning environment. The paper ascertains the improvement in the
student success rate by early identification of learners at-risk followed by timely, continuous and multi-tiered
teaching-learning interventions. Convergence Technology (CT) enabled Educational Technology (ET) has been
leveraged to offer innovative pedagogies by matching learning model in Adaptive Remediation Solutions
Framework with learners abilities & differentiated assessment. This has been evaluated through data obtained
from an e-learning course offered by a leading e-learning institute. The results clearly demonstrate that the
Adaptive Remediation Solutions Framework assists in creating an effective learning environment resulting in
improved student success rate.
Part 1 challenges presentation (josmar borg)
The document discusses the challenges of integrating online and face-to-face learning in blended learning environments (BLEs). It identifies several key challenges, including finding the right blend of online and in-person instruction, educator resistance to changing pedagogies, ensuring adequate support for students, and overcoming cultural barriers to more independent online learning. The document emphasizes that successful BLEs require a student-centered design and flexible approach to address these challenges.
Hybrid Learning Wilu 2010
Concordia University piloted a credit information literacy course for 800 "at-risk" students using Moodle to create a hybrid learning experience. Over two terms, 500 students took the course in the fall with positive feedback, and 200 students took it in the winter. Test scores showed an average 33% improvement in information literacy skills. Moving forward, the university aims to increase hands-on activities, student communication, and asynchronous e-learning in the course.
Impact of Blended Learning Approach on Students’ Achievement in Quadratic and...
This paper examined the effect of blended learning BL on students’ achievement in Quadratic and Simultaneous equations in Ogun State, Southwest Nigeria. Blended learning is a learning strategy that supplements traditional face to face instruction congruent to the traditional lecture method TLM with computer based learning, to which students subscribe. A control group and a quasi experimental design were adopted for this study. Purposive sampling techniques were applied to select a sample of 320 students drawn from two secondary schools in which intact classes were used. The Quadratic and Simultaneous Equations Achievement Test QSEAT was developed with a reliability coefficient value of 0.82, and used as the research instrument. An analysis of covariance ANCOVA was used to test the hypotheses. All the hypotheses were tested at the 0.05 level of significance. Results showed that there was a statistically significant main effect of treatment on students’ achievement in Quadratic and Simultaneous equations. There was a statistically significant effect of blended learning BL on students’ achievement in Quadratic and Simultaneous equations. There was a statistically significant interaction effect of treatment control and experimental BL on students’ achievement in Quadratic and Simultaneous equations. The findings of the study revealed that the student’s achievement in Quadratic and Simultaneous equations was enhanced more when BL strategies were used than when TLM was used. Based on the findings of this study, it was therefore recommended that efforts be made to integrate the philosophy of BL into the preservice teachers’ curriculum at the teacher preparation institutions in Nigeria. Patrick Friday Obot "Impact of Blended Learning Approach on Students’ Achievement in Quadratic and Simultaneous Equations" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-7 | Issue-6 , December 2023, URL: https://www.ijtsrd.com/papers/ijtsrd61229.pdf Paper Url: https://www.ijtsrd.com/mathemetics/algebra/61229/impact-of-blended-learning-approach-on-students’-achievement-in-quadratic-and-simultaneous-equations/patrick-friday-obot
Blended Learning
Blended learning combines traditional face-to-face classroom methods with online activities and digital tools. It is not an opportunity for students to do less work or be uninvolved, nor is it extra work for faculty. Blended learning provides increased access and flexibility for students while also improving pedagogy through more interactive learning environments. It allows students to learn at their own convenience and through multiple methods of meeting course objectives.
3882 (1)
This document summarizes a research article that studied the effectiveness of blended learning in teaching educational psychology to B.Ed trainees. The study used a quasi-experimental design with 100 student trainees randomly assigned to a control or experimental group. The experimental group received instruction through blended learning (combining face-to-face and online methods) while the control group received conventional face-to-face instruction. Results showed that while pre-test scores did not differ between the groups, post-test scores were significantly higher for the experimental group that received blended learning. This suggests that blended learning is more effective than conventional teaching methods at improving achievement in educational psychology among student teachers.
Ej1127074
This document summarizes a study that examined the effect of using web applications in college classrooms on teaching, learning, and academic performance among female students in Saudi Arabia. The study found that female students were more interested in learning and performed better when using web applications like Google Apps in the classroom during and after classes. These applications provided an effective way to manage educational activities inside and outside the classroom for both teachers and students. The study concluded that web applications can help promote the classroom learning environment.
Adult Learning Theories ChartPart 1 Theories o.docx
Adult Learning Theories Chart
Part 1: Theories of Instructional Design Chart
Standard and learning objective:
Theory #1 (Type the theory you choose in the box)
Theory #2 (Type the theory you choose in the box)
Description of the Theory
Key Concepts of the Theory
What is the role of the instructor?
What is the role of the student?
CONTENT: WHAT
(What do you want students to know through the learning objective?)
Traditional Setting:
Distance-Learning Environment:
Traditional Setting:
Distance-Learning Environment:
CRITERIA: HOW
(How the students will demonstrate their knowledge use the particular theory)
Traditional Setting:
Distance-Learning Environment:
Traditional Setting:
Distance-Learning Environment:
A recommendation for incorporating technology
(Technology recommendation based on the learning theory)
Traditional Setting:
Distance-Learning Environment:
Traditional Setting:
Distance-Learning Environment:
Part 2: Reflection
© 2017. Grand Canyon University. All Rights Reserved.
ISSN 1479-4403 107 ©ACPIL
Reference this paper as: Khan A et al, “Active Learning: Engaging Students To Maximize Learning In An Online Course” The
Electronic Journal of e-Learning Volume 15 Issue 2 2017, (pp107-115) available online at www.ejel.org
Active Learning: Engaging Students To Maximize Learning In An
Online Course
Arshia Khan1, Ona Egbue2, Brooke Palkie3 and Janna Madden4
1Associate Professor, Computer Science Department, University of Minnesota Duluth
2Assistant Professor, Mechanical and Industrial Engineering, University of Minnesota Duluth
3Associate Professor, Health Information management, College of St. Scholastica
4Student, Computer Science Department, University of Minnesota Duluth
[email protected]
Abstract: Student engagement is key to successful teaching and learning, irrespective of the content and
format of the content delivery mechanism. However, engaging students presents a particular challenge in
online learning environments. Unlike face-to-face courses, online courses present a unique challenge as the
only social presence between the faculty and the student is via the Internet. In a recent poll conducted by the
authors, 100% of the respondents considered student engagement a challenge regardless of the number of
years they have been teaching online. This paper explores various strategies that can be incorporated into the
design of online learning courses to foster a high level of student engagement based on multiple pedagogies.
In addition, the role of collaborative student engagement tools for the design and delivery of online courses is
discussed as well as the role these tools play in creating an atmosphere where students actively participate in
learning activities and are contributors to lively discussions. Perspectives on various mechanisms of student
engagement that are founded in classic active learning pedagogies and enhanced with new technologies are
pres ...
A Review of Studies on Academic Success in Blended Learning Approach in Turke...
The purpose of this study is to conduct content analysis of studies on the effect of blended learning approach on
academic success and determine the trends of these studies. In the study, 51 studies, which were accessed as a full text
based on the keyword "blended learning" in higher education academic search engine by using the purposive sampling
method, were subjected to content analysis through the Publication Classifcation Form (PCF). These studies were reviewed in terms of "study subject area, year of publication, research method, sampling method, sample group and size, data collection tools and data analysis methods".
Frequency and percentage ratios were used in the analysis of data and the fndings are presented in tables. Findings show that studies on blended learning were mostly conducted in 2012. It was found that quantitative research method was preferred more, simple random sampling stood
out, primary school students were mostly included in the sample group, and the sample group generally consisted of between 31-100 people in these studies. As a data analysis method, single data analysis method was preferred more and the academic success was frequently addressed as the research subject
Online learning in k 12 schools presentation
Online learning involves instruction and content delivered primarily via the Internet, amounting to distance education without teachers and students being physically together. It aims to expand access to education and provide flexible options. As technology empowers students, educators should use it to establish new learning environments centered around student needs. Online learning allows participatory collaboration, authentic real-world learning, and instruction through multiple media like text and visuals, preparing students with 21st century skills. While an adjustment, online learning modules can engage students, improve retention, offer new opportunities, and benefit students with different learning styles.
ARTIKEL PBL IJCRT JOURNAL
This document discusses a study that compares the effects of two problem-based learning strategies - one using the internet and one not using the internet - on student achievement. The study was conducted on sports coaching undergraduate students in Surabaya, Indonesia, randomly assigning students to experimental and control groups. The experimental group used problem-based learning strategies with internet resources, while the control group did not use the internet. Test results showed that the average post-test score was higher for students using internet resources as part of problem-based learning.
A Framework For A Cyber Classroom Towards A Human-Centric Virtual Classroom
This document describes a project called the Dynamic Education project that aimed to reduce the information gap between on-campus and off-campus students. The project was conducted over three phases: Phase 1 focused on capturing classroom teaching digitally; Phase 2 aimed to increase student interaction; and Phase 3 sought to develop a fully virtual human-centric classroom. Outcomes of Phase 1 showed capturing classroom sessions was time-consuming, and technologies like tablet PCs were most effective for digital note-taking while lecturing. The goal of reducing information inequities between on- and off-campus students guided the project.
Similar to 2.2 slideshow why blended learning-- (20)
Students’ perceptions and experiences towards the educational value of online...
Students’ perceptions and experiences towards the educational value of online...
Blended learning and flipped classroom in nursing 2014
Blended learning and flipped classroom in nursing 2014
Is online education an effective replacement for traditional classroom teaching?
Is online education an effective replacement for traditional classroom teaching?
Is online education an effective replacement for traditional classroom teaching?
Is online education an effective replacement for traditional classroom teaching?
Adaptive Remediation Solutions Design Framework and Implementation for Studen...
Adaptive Remediation Solutions Design Framework and Implementation for Studen...
Impact of Blended Learning Approach on Students’ Achievement in Quadratic and...
Impact of Blended Learning Approach on Students’ Achievement in Quadratic and...
Adult Learning Theories ChartPart 1 Theories o.docx
Adult Learning Theories ChartPart 1 Theories o.docx
A Review of Studies on Academic Success in Blended Learning Approach in Turke...
A Review of Studies on Academic Success in Blended Learning Approach in Turke...
A Framework For A Cyber Classroom Towards A Human-Centric Virtual Classroom
A Framework For A Cyber Classroom Towards A Human-Centric Virtual Classroom
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Dr. Susan C. Jones, Professor of Entomology jones.1800@osu.edu
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2.2 slideshow why blended learning--
- 2. Why Blended Learning? Improved Learning “Instruction combining online and face-to-face elements had a larger advantage relative to purely face-to-face instruction than did purely online instruction.” Means et al., 2010
- 3. Why Blended Learning? Personalization “Because digital materials may be accessed according to students’ individual needs, and reviewed upon demand, the provision of digital materials allows students to self-direct certain learning activities to fill their knowledge gaps.” Stein and Graham, 2014
- 4. Why Blended Learning? Increased Time “It was the combination of elements in the treatment conditions (which was likely to have included additional learning time and materials as well as additional opportunities for collaboration) that produced the observed learning advantages.” Means et al., 2010
- 5. Why Blended Learning? Credit Recovery, Nonconsumption, and Cost Blended learning is also being used to support credit recovery and address nonconsumption (or the unavailability of some courses, including AP courses), which can save costs by outsourcing niche classes.
- 6. References Christensen Institute. (2012). Christensen Institute Blended Learning. Retrieved June 19, 2015, from http://www.christenseninstitute.org/key- concepts/blended-learning-2/ Dziuban, C. D., Hartman, J. L., & Moskal, P. D. (2004). Blended learning. Educause Center for Applied Research, 2004(7). Retrieved June 19, 2015, from http://www.educause.edu/ir/library/pdf/ERB0407.pdf Graham, C.R. (2006). Blended learning systems: Definition, current trends, and future directions. In C.J. Bonk & C.R. Graham (Eds.), The handbook of blended learning: Global perspectives, local designs (pp. 3–21). San Francisco: JosseyBass/Pfeiffer.
- 7. References Picciano, Anthony G. (2014). Introduction to Blended Learning: Research perspectives, Volume 2. In A.G. Picciano, C.D. Dziuban, and C.R. Graham (Eds.), Blended Learning: Research perspectives, volume 2 (pp. 1-9). New York: Routledge. Stein, J. & Graham C. (2014). Essentials for Blended Learning: A standards-based guide. New York: Routledge.