This document presents a case study of implementing a blended learning (b-learning) approach in a computer networks course at a university in Portugal over nine years. B-learning combines online learning with face-to-face instruction to address challenges of traditional and online-only methods. The case study found that b-learning improved student learning outcomes and engagement. It also gained experience that could be applied to other growing fields. Future research is needed to further address challenges of ensuring consistency across learning environments and mitigating infrastructure problems in b-learning implementations.
Improving understanding of pre service teacher experience with technology int...ijma
Pre-service teachers develop technology competency during their tenure in the college classroom. These
stages coincide with Bloom’s Revised Taxonomy and offer the opportunity to learn and model technology
integration. 656 pre-service education students from five universities across the United States completed a
qualitative survey aimed at identifying how they perceived technology integration throughout their teacher
education program. Three themes, corresponding to Bloom’s Revised Taxonomy, were identified; 1) preservice
teachers first identify and understand technology as a tool, 2) pre-service teachers apply technology
and analyze the process of integration, and 3) overall, pre-service teachers do not evaluate and create
technology integration experiences. The results of this study are discussed thematically in relation to
Bloom’s revised taxonomy. Limitations are discussed and recommendations for future research examined
for pre-service teacher technology training.
E-teaching is an innovative teaching strategy
using the e-learning technology to empower both learners and
teachers thus providing opportunities for superior learning
experiences. The study enhances the education practice of those
teachers handling different graduate programs specifically
those offered by Lyceum of the Philippines University -
Batangas. This study focused on assessing and analyzing the
different important factors pertaining to the readiness and
inclination of the teachers. This involves introduction of
e-teaching on the part of the teachers and e-learning on the part
of the graduate students to their respective programs of study.
The findings revealed that the graduate school teachers are
aware of their vital role in developing effective delivery of
instruction and their openness on the active participation in
conducting classes in an online learning environment. Also, the
university is ready to take the e-teaching program as a mode of
instruction for the Graduate School.
Adoption of technology on E-learning effectivenessjournalBEEI
The incorporation of E-learning in both private and public tertiary education can help expedite the learning process. The utilization of fast-paced technology with E-learning also allows for a more flexible and convenient learning process. E-learning platforms can be accessed anywhere as long as there is an internet connection, including at home, the workplace, restaurants or while travelling. This allows for the benefit of distance learning. As such, the current study aims to examine the factor effectiveness of E-learning based on three variables, namely technology, instructors’ characteristics and students’ characteristics and their impact on distance learning. The education system has greatly evolved from the use of apparatus such as chalk and blackboards to the modern use of projectors to conduct lessons. In the current age, E-learning will have an effect on both instructors and teaching technology, aside from the students themselves. As an example, students are expected to know how to utilize these systems in their lessons, instructors must receive training in E-learning systems management and in terms of technology, the E-learning systems must be updated and operated using the most recent upgrades. E-learning is also cost-efficient, less time consuming and reduces the burden on both students and educators.
Improving understanding of pre service teacher experience with technology int...ijma
Pre-service teachers develop technology competency during their tenure in the college classroom. These
stages coincide with Bloom’s Revised Taxonomy and offer the opportunity to learn and model technology
integration. 656 pre-service education students from five universities across the United States completed a
qualitative survey aimed at identifying how they perceived technology integration throughout their teacher
education program. Three themes, corresponding to Bloom’s Revised Taxonomy, were identified; 1) preservice
teachers first identify and understand technology as a tool, 2) pre-service teachers apply technology
and analyze the process of integration, and 3) overall, pre-service teachers do not evaluate and create
technology integration experiences. The results of this study are discussed thematically in relation to
Bloom’s revised taxonomy. Limitations are discussed and recommendations for future research examined
for pre-service teacher technology training.
E-teaching is an innovative teaching strategy
using the e-learning technology to empower both learners and
teachers thus providing opportunities for superior learning
experiences. The study enhances the education practice of those
teachers handling different graduate programs specifically
those offered by Lyceum of the Philippines University -
Batangas. This study focused on assessing and analyzing the
different important factors pertaining to the readiness and
inclination of the teachers. This involves introduction of
e-teaching on the part of the teachers and e-learning on the part
of the graduate students to their respective programs of study.
The findings revealed that the graduate school teachers are
aware of their vital role in developing effective delivery of
instruction and their openness on the active participation in
conducting classes in an online learning environment. Also, the
university is ready to take the e-teaching program as a mode of
instruction for the Graduate School.
Adoption of technology on E-learning effectivenessjournalBEEI
The incorporation of E-learning in both private and public tertiary education can help expedite the learning process. The utilization of fast-paced technology with E-learning also allows for a more flexible and convenient learning process. E-learning platforms can be accessed anywhere as long as there is an internet connection, including at home, the workplace, restaurants or while travelling. This allows for the benefit of distance learning. As such, the current study aims to examine the factor effectiveness of E-learning based on three variables, namely technology, instructors’ characteristics and students’ characteristics and their impact on distance learning. The education system has greatly evolved from the use of apparatus such as chalk and blackboards to the modern use of projectors to conduct lessons. In the current age, E-learning will have an effect on both instructors and teaching technology, aside from the students themselves. As an example, students are expected to know how to utilize these systems in their lessons, instructors must receive training in E-learning systems management and in terms of technology, the E-learning systems must be updated and operated using the most recent upgrades. E-learning is also cost-efficient, less time consuming and reduces the burden on both students and educators.
A Survey on E-Learning System with Data MiningIIRindia
E-learning process has been widely used in university campus and educational institutions are playing vital role to enhance the skill set of students. Modern E-learning done by many electronic devices, such as smartphones, Tabs, and so on, on existing E-learning tools is insufficient to achieve the purpose of online training of education. This paper presents a survey of online e-Learning authoring tools for creating and integrating reusable e-learning tool for generation and enhancing existing learning resources with them. The work concentrates on evaluation of the existing e-learning tools a, and authoring tools that have shown good performance in the past for online learners. This survey work takes more than 20 online tools that deal with the educational sector mechanism, for the purpose of observations, and the outcome were analyzed. The findings of this paper are the main reason for developing a new tool, and it shows that educators can enhance existing learning resources by adding assessment resources, if suitable authoring tools are provided. Finally, the different factors that assure the reusability of the created new e-learning tool has been analysed in this paper.E-learning environment is a guide for both students and tutorial management system. The useful on the e-learning system for apart from students and distance learning students. The purpose of using e-learning environment for online education system, developed in data mining for more number of clustering servers and resource chain has been good.
TRADITIONAL VERSUS BLENDED LEARNING METHOD: A COMPARATIVE STUDY ON ITS EFFECT...ijait
ABSTRACT
This article presents a descriptive comparative study on two methods of teaching, the traditional and blended learning pedagogical approach in a Business Communication course. Forty-four (44) students from the two controlled groups were enrolled in the course for the first semester of school year 2017-2018 participated in the study. The findings indicated that respondents’ performance in ENGL118 (English Composition) had an effect on their performance in BUS261(Business Communication) and there was a significant positive relationship between year level and final grade in BUS261. Therefore, it was concluded that the year level and grade in ENGL118 have correlationson student’sperformance in BUS261. The results of the assessments of the two groups were compared and indicated a significant difference in the results which was influenced by respondents’ year level and mode of conducting assessments. It is further concluded, that if the characteristics of both groups were the same, blended would have been more effective than the traditional method.This study recommends adopting the blended pedagogical approach not only in BUS261 course but also to other courses as applicable.
Usability of BLESS-implemented class room: a case study of mixtioTELKOMNIKA JOURNAL
Conventional learning system and e-learning have their own strengths and weaknesses. To combine both systems, blended learning is created. In Extention Program of Informatics Engineering Faculty at XYZ university most of the students already have jobs. As much 47.5 % of students who take this program have a job in daily office hours. Then, to facilitate the learning process the XYZ university develop learning management system (LMS) by Moodle. XYZ university want to make a learning process with blended learning concept. However, the Moodle sytem has limited function to adapt the blended learning system (BLS). In the aim to improve the class usability in BLS, then this study proposes to apply to Blended Learning System Structure (BLESS) into LMS design. BLESS is offered as a framework which matches to learning and uses a top-down approach. Then, the system design maed it “Mixtio”. At the end of this study, it can be seen the analysis result of the use of BLESS can improve system usability of LMS.
Online Teaching Learning (OTL) systems are the future of the education system due to the rapid development in the field of Information Technology. Many existing OTL systems provide distance education services in the present context as well. In this paper, several types of existing OTL systems are explored in order to identify their key features, needs, working, defects and sectors for future development. For this, different aspects, types, processes, impacts, and teaching–learning strategies of various OTL systems were studied. In addition, the paper concludes with some future insights and personal interest in the further development of OTLs on the basis of previous research performed.
Using a Virtual Learning Environment for Problem Based Learning (P.B.L) SAFAD ISMAIL
PBL enables the students to consolidate their knowledge, stimulate their creativity , critical thinking and communication and problem solving skills. PBL system is actually a kind of flexible teaching method and allow students to go really depth into one of the specific topics. PBL provide right information, It could be either from the internet/journals. One can see the research results and can analyze them critically and can integrate and can find the right decision. The constructs for teaching PBL are very different from traditional classroom or lecture teaching and often require more preparation time and resources to support small group learning.
This paper gift concerning PBL Guide that promote technological support to associate degree array of actions into the principles and characteristics originated from learning theories concerning PBL.
PREPARING STUDENT TEACHERS TO TEACH WITH TECHNOLOGY: CASE STUDIES IN FINLAND ...IJITE
This quantitative study examines the training of student teachers for ICT-based teaching in two teacher education institution, in Israel and Finland. The data was collected in 2015-2017 using a questionnaire administered to 41 Finnish and 44 Israeli student teachers. The results show that most student teachers had practice in ICT-based teaching. However, about a third of student teachers in both institutions practiced only two times or less using ICT. Those who practiced mostly used a teacher-centred approach as did their college and school mentor teachers who integrated ICT in their lessons
PREPARING STUDENT TEACHERS TO TEACH WITH TECHNOLOGY: CASE STUDIES IN FINLAND ...IJITE
This quantitative study examines the training of student teachers for ICT-based teaching in two teacher education institution, in Israel and Finland. The data was collected in 2015-2017 using a questionnaire administered to 41 Finnish and 44 Israeli student teachers. The results show that most student teachers had practice in ICT-based teaching. However, about a third of student teachers in both institutions practiced only two times or less using ICT. Those who practiced mostly used a teacher-centred approach as did their college and school mentor teachers who integrated ICT in their lessons. The variable describing competency in ICT-based teaching correlated with student teachers' attitudes, the number of ICT-based lessons they taught, modelling by the school mentor teacher, and the various schools’ infrastructures and support. The results show that students in Israeli institutions are better prepared to teach with ICT which can be explained by the impact of the latest national reforms. We conclude that students' perception of their TPACK is the function of a variety of factors: on a personal level (attitudes towards the contribution of ICT to teaching and learning); on an institutional level (curriculum, modelling by faculty, institutional strategies); on a field practice school level (modelling by school mentors, infrastructure, pedagogical, technological, and administrative support); and on a national level (reforms and their implementation models). All these factors must be considered to promote the pedagogically innovative integration of ICT in teacher training and the overall education system. The best strategy to achieve this goal is to support collaboration between TEIs and schools on the national level. Wide-scale implementation of ICT in teaching demands significant investments in infrastructure and training. Hence much of its success depends on the national vision and priorities given to this purpose.
PREPARING STUDENT TEACHERS TO TEACH WITH TECHNOLOGY: CASE STUDIES IN FINLAND ...IJITE
This quantitative study examines the training of student teachers for ICT-based teaching in two teacher education institution, in Israel and Finland. The data was collected in 2015-2017 using a questionnaire
administered to 41 Finnish and 44 Israeli student teachers. The results show that most student teachers had practice in ICT-based teaching. However, about a third of student teachers in both institutions practiced only two times or less using ICT. Those who practiced mostly used a teacher-centred approach as did their college and school mentor teachers who integrated ICT in their lessons. The variable
describing competency in ICT-based teaching correlated with student teachers' attitudes, the number of ICT-based lessons they taught, modelling by the school mentor teacher, and the various schools infrastructures and support.
Preparing Student Teachers to Teach with Technology: Case Studies in Finland ...IJITE
This quantitative study examines the training of student teachers for ICT-based teaching in two teacher
education institution, in Israel and Finland. The data was collected in 2015-2017 using a questionnaire
administered to 41 Finnish and 44 Israeli student teachers. The results show that most student teachers
had practice in ICT-based teaching. However, about a third of student teachers in both institutions
practiced only two times or less using ICT. Those who practiced mostly used a teacher-centred approach
as did their college and school mentor teachers who integrated ICT in their lessons. The variable
describing competency in ICT-based teaching correlated with student teachers' attitudes, the number of
ICT-based lessons they taught, modelling by the school mentor teacher, and the various schools’
infrastructures and support. The results show that students in Israeli institutions are better prepared to
teach with ICT which can be explained by the impact of the latest national reforms. We conclude that
students' perception of their TPACK is the function of a variety of factors: on a personal level (attitudes
towards the contribution of ICT to teaching and learning); on an institutional level (curriculum, modelling
by faculty, institutional strategies); on a field practice school level (modelling by school mentors,
infrastructure, pedagogical, technological, and administrative support); and on a national level (reforms
and their implementation models). All these factors must be considered to promote the pedagogically
innovative integration of ICT in teacher training and the overall education system. The best strategy to
achieve this goal is to support collaboration between TEIs and schools on the national level. Wide-scale
implementation of ICT in teaching demands significant investments in infrastructure and training. Hence
much of its success depends on the national vision and priorities given to this purpose.
A Survey on E-Learning System with Data MiningIIRindia
E-learning process has been widely used in university campus and educational institutions are playing vital role to enhance the skill set of students. Modern E-learning done by many electronic devices, such as smartphones, Tabs, and so on, on existing E-learning tools is insufficient to achieve the purpose of online training of education. This paper presents a survey of online e-Learning authoring tools for creating and integrating reusable e-learning tool for generation and enhancing existing learning resources with them. The work concentrates on evaluation of the existing e-learning tools a, and authoring tools that have shown good performance in the past for online learners. This survey work takes more than 20 online tools that deal with the educational sector mechanism, for the purpose of observations, and the outcome were analyzed. The findings of this paper are the main reason for developing a new tool, and it shows that educators can enhance existing learning resources by adding assessment resources, if suitable authoring tools are provided. Finally, the different factors that assure the reusability of the created new e-learning tool has been analysed in this paper.E-learning environment is a guide for both students and tutorial management system. The useful on the e-learning system for apart from students and distance learning students. The purpose of using e-learning environment for online education system, developed in data mining for more number of clustering servers and resource chain has been good.
TRADITIONAL VERSUS BLENDED LEARNING METHOD: A COMPARATIVE STUDY ON ITS EFFECT...ijait
ABSTRACT
This article presents a descriptive comparative study on two methods of teaching, the traditional and blended learning pedagogical approach in a Business Communication course. Forty-four (44) students from the two controlled groups were enrolled in the course for the first semester of school year 2017-2018 participated in the study. The findings indicated that respondents’ performance in ENGL118 (English Composition) had an effect on their performance in BUS261(Business Communication) and there was a significant positive relationship between year level and final grade in BUS261. Therefore, it was concluded that the year level and grade in ENGL118 have correlationson student’sperformance in BUS261. The results of the assessments of the two groups were compared and indicated a significant difference in the results which was influenced by respondents’ year level and mode of conducting assessments. It is further concluded, that if the characteristics of both groups were the same, blended would have been more effective than the traditional method.This study recommends adopting the blended pedagogical approach not only in BUS261 course but also to other courses as applicable.
Usability of BLESS-implemented class room: a case study of mixtioTELKOMNIKA JOURNAL
Conventional learning system and e-learning have their own strengths and weaknesses. To combine both systems, blended learning is created. In Extention Program of Informatics Engineering Faculty at XYZ university most of the students already have jobs. As much 47.5 % of students who take this program have a job in daily office hours. Then, to facilitate the learning process the XYZ university develop learning management system (LMS) by Moodle. XYZ university want to make a learning process with blended learning concept. However, the Moodle sytem has limited function to adapt the blended learning system (BLS). In the aim to improve the class usability in BLS, then this study proposes to apply to Blended Learning System Structure (BLESS) into LMS design. BLESS is offered as a framework which matches to learning and uses a top-down approach. Then, the system design maed it “Mixtio”. At the end of this study, it can be seen the analysis result of the use of BLESS can improve system usability of LMS.
Online Teaching Learning (OTL) systems are the future of the education system due to the rapid development in the field of Information Technology. Many existing OTL systems provide distance education services in the present context as well. In this paper, several types of existing OTL systems are explored in order to identify their key features, needs, working, defects and sectors for future development. For this, different aspects, types, processes, impacts, and teaching–learning strategies of various OTL systems were studied. In addition, the paper concludes with some future insights and personal interest in the further development of OTLs on the basis of previous research performed.
Using a Virtual Learning Environment for Problem Based Learning (P.B.L) SAFAD ISMAIL
PBL enables the students to consolidate their knowledge, stimulate their creativity , critical thinking and communication and problem solving skills. PBL system is actually a kind of flexible teaching method and allow students to go really depth into one of the specific topics. PBL provide right information, It could be either from the internet/journals. One can see the research results and can analyze them critically and can integrate and can find the right decision. The constructs for teaching PBL are very different from traditional classroom or lecture teaching and often require more preparation time and resources to support small group learning.
This paper gift concerning PBL Guide that promote technological support to associate degree array of actions into the principles and characteristics originated from learning theories concerning PBL.
PREPARING STUDENT TEACHERS TO TEACH WITH TECHNOLOGY: CASE STUDIES IN FINLAND ...IJITE
This quantitative study examines the training of student teachers for ICT-based teaching in two teacher education institution, in Israel and Finland. The data was collected in 2015-2017 using a questionnaire administered to 41 Finnish and 44 Israeli student teachers. The results show that most student teachers had practice in ICT-based teaching. However, about a third of student teachers in both institutions practiced only two times or less using ICT. Those who practiced mostly used a teacher-centred approach as did their college and school mentor teachers who integrated ICT in their lessons
PREPARING STUDENT TEACHERS TO TEACH WITH TECHNOLOGY: CASE STUDIES IN FINLAND ...IJITE
This quantitative study examines the training of student teachers for ICT-based teaching in two teacher education institution, in Israel and Finland. The data was collected in 2015-2017 using a questionnaire administered to 41 Finnish and 44 Israeli student teachers. The results show that most student teachers had practice in ICT-based teaching. However, about a third of student teachers in both institutions practiced only two times or less using ICT. Those who practiced mostly used a teacher-centred approach as did their college and school mentor teachers who integrated ICT in their lessons. The variable describing competency in ICT-based teaching correlated with student teachers' attitudes, the number of ICT-based lessons they taught, modelling by the school mentor teacher, and the various schools’ infrastructures and support. The results show that students in Israeli institutions are better prepared to teach with ICT which can be explained by the impact of the latest national reforms. We conclude that students' perception of their TPACK is the function of a variety of factors: on a personal level (attitudes towards the contribution of ICT to teaching and learning); on an institutional level (curriculum, modelling by faculty, institutional strategies); on a field practice school level (modelling by school mentors, infrastructure, pedagogical, technological, and administrative support); and on a national level (reforms and their implementation models). All these factors must be considered to promote the pedagogically innovative integration of ICT in teacher training and the overall education system. The best strategy to achieve this goal is to support collaboration between TEIs and schools on the national level. Wide-scale implementation of ICT in teaching demands significant investments in infrastructure and training. Hence much of its success depends on the national vision and priorities given to this purpose.
PREPARING STUDENT TEACHERS TO TEACH WITH TECHNOLOGY: CASE STUDIES IN FINLAND ...IJITE
This quantitative study examines the training of student teachers for ICT-based teaching in two teacher education institution, in Israel and Finland. The data was collected in 2015-2017 using a questionnaire
administered to 41 Finnish and 44 Israeli student teachers. The results show that most student teachers had practice in ICT-based teaching. However, about a third of student teachers in both institutions practiced only two times or less using ICT. Those who practiced mostly used a teacher-centred approach as did their college and school mentor teachers who integrated ICT in their lessons. The variable
describing competency in ICT-based teaching correlated with student teachers' attitudes, the number of ICT-based lessons they taught, modelling by the school mentor teacher, and the various schools infrastructures and support.
Preparing Student Teachers to Teach with Technology: Case Studies in Finland ...IJITE
This quantitative study examines the training of student teachers for ICT-based teaching in two teacher
education institution, in Israel and Finland. The data was collected in 2015-2017 using a questionnaire
administered to 41 Finnish and 44 Israeli student teachers. The results show that most student teachers
had practice in ICT-based teaching. However, about a third of student teachers in both institutions
practiced only two times or less using ICT. Those who practiced mostly used a teacher-centred approach
as did their college and school mentor teachers who integrated ICT in their lessons. The variable
describing competency in ICT-based teaching correlated with student teachers' attitudes, the number of
ICT-based lessons they taught, modelling by the school mentor teacher, and the various schools’
infrastructures and support. The results show that students in Israeli institutions are better prepared to
teach with ICT which can be explained by the impact of the latest national reforms. We conclude that
students' perception of their TPACK is the function of a variety of factors: on a personal level (attitudes
towards the contribution of ICT to teaching and learning); on an institutional level (curriculum, modelling
by faculty, institutional strategies); on a field practice school level (modelling by school mentors,
infrastructure, pedagogical, technological, and administrative support); and on a national level (reforms
and their implementation models). All these factors must be considered to promote the pedagogically
innovative integration of ICT in teacher training and the overall education system. The best strategy to
achieve this goal is to support collaboration between TEIs and schools on the national level. Wide-scale
implementation of ICT in teaching demands significant investments in infrastructure and training. Hence
much of its success depends on the national vision and priorities given to this purpose.
Similar to A B-Learning Case Study In Computer Networks (20)
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2. development context, as well as the results obtained for the
nine-year period. In the conclusions some challenges are
presented in terms of future research.
II. ELECTRONIC-LEARNING ENVIRONMENTS
The great majority of institutions have a virtual learning
environment of some kind. This may also be known as a
learning management system or a course management
system, or be part of a broader integration of web services
and information systems usually known as a managed
learning environment [11].
Electronic-learning (e-learning), or ‘technology enhanced
learning’ describes the use of technology to support and
enhance learning practice. Models of e-learning describe
where technology plays a specific role in supporting
knowledge acquisition. These can be described both at the
level of pedagogical principles and at the level of detailed
practice in implementing those principles [12]. A model of e-
learning would need to demonstrate on what pedagogic
principles the added value of the ‘e’ was operating. [12]. In
practice, the teachers rarely start consciously from theoretical
models of learning, but they are useful as their ask itself
some of the questions they try to answer or expand upon, and
they may find that some have utility as their move from
abstract consideration towards a practical solution [11]. E-
learning rarely works where it is regarded as simply a value-
added extension of the main part of the course [11].
Biggs [8] describes the task of good pedagogical design
as one of ensuring that there are absolutely no
inconsistencies between the curriculum taught, the teaching
methods used, the learning environment choosed, and the
assessment procedures adopted. To achieve complete
consistency, the teachers need to examine very carefully
what assumptions there are making at each stage and to align
those. Thus, they need to start with carefully defined
intended learning outcomes, then need to choose learning
and teaching activities that stand a good chance of allowing
the students to achieve that learning, then need to design
assessment tasks which will genuinely test whether the
outcomes have been reached [12].
However, e-learning is not always appropriate to be
implemented in all curricula. Some curricula are more
appropriate to be learned by traditional learning, but others
are appropriate to be learned by e-learning, depending of
their purposes. [13]. The drawbacks of e-learning including
reduced real interactions and high drop-out rates due to
frustration can be covered by the advantages of traditional
learning, so students’ learning quality and performance can
be enhanced [14].
Blended (B) e-learning keeps the advantages of both
traditional learning (instructor-oriented) and e-learning
(learner-oriented) [14]. Blended courses, are courses in
which both traditional classroom and online methods are
employed to deliver instructional content and interaction [6].
Its implementation faces several challenges including student
engagement [15], how to enhance feedback and assessment
and ensure consistency across platforms and learning
environments [16], and how to mitigate against infrastructure
problems [11]. The implementation of b-learning methods,
that is a combination of online learning and face-to-face
instruction has enhanced student learning, engagement and
performance, enabling the educator to more readily address
some of the challenges noted above whilst providing an
environment that allows for deeper learning and
consolidation [9]. B-learning options provide opportunities
for benefit/cost tradeoffs relevant to students’ individual
circumstances and preferences, and may particularly interest
institutions reaching out to non-traditional learners in local
communities where they are well known and trusted [17].
B-learning is an important building block of the new
schoolhouse that offers students both flexibility and
convenience, important characteristics for working adults
who decide to pursue postsecondary degrees. According to
[18], b-learning is a hybrid of traditional face-to-face and
online learning so that instruction occurs both in the
classroom and online, and where the online component
becomes a natural extension of traditional classroom
learning. Blended learning is thus a flexible approach to
course design that supports the blending of different times
and places for learning, offering some of the conveniences of
fully online courses without the complete loss of face-to-face
contact. The result is potentially a more robust educational
experience than either traditional or fully online learning can
offer [2]. It is, in effect, a compromise position that avoids
the excess of either a purely online or a purely face-to-face
model of training [19].
Blended-teaching (b-teaching) methods may be helping
to create the appropriate space of learning for some students
[19]. The authors [20] present three challenges to
implementing in b-learning: (1) b-learning adjusts to the
essential learning methods and overall learning environment,
but teachers lack the necessary theoretical preparation and
experimental experience to take full advantage of these
changes; (2) b-learning resources have to be integrated with
learning activities (especially in normal classrooms) and
embedded into online curriculum resources; and (3) getting
students to adopt or use learning strategies that are different
from what they are used to in the traditional didactic, lecture-
based classroom.
Clearly, b-learning cannot be regarded simply as a type
of technology-intensive activity that replaces the functions of
classroom instruction. Instead, those effectively
incorporating b-learning must think about how it might
enhance, extend, or transform the classroom learning
experience, not simply replace it [20].
It is important for the students to be proactive and
conducting active learning. By implementing b-learning, not
only do the learners collect and memorize information but
they also must know how to analyze, synthesize and process
the information obtained effectively [21]. The students
maturity has a fundamental role here, since this learning
process will undoubtedly be much more demanding. A
course in the b-learning format can offer various perspectives
and approaches with different objectives and with the
possible and sufficient flexibility to be able to adapt to
different students profile. Therefore, it is necessary that
students have a maturity degree that allows them to be
autonomous and organized. The student’s motivation is a
major factor of success [22].
III. THE CASE STUDY
Every change of educational model, even when it occurs
gradually, requires a special reflection and experimentation
to make sure that maximum benefit is obtained. [5]. The
3. clear definition of the objectives, taking into account the
learning contexts, helps the right selection of learning
strategies, learning methods, contents, web tools, assessment
methods and consequently leads to an effective and more
permanent learning. The design of learning objectives is one
of the most demanding phases in the instruction process [4].
With this in mind, and to support improved student
involvement, motivation, and learning we have carried out
the exploration of a new pedagogical strategy that tries to
combine the virtues of face-to-face education with the
opportunities of on-line learning, in the computers network
studies domain. This case study, presents a nine years’
experience of the exploration of a new pedagogical strategy
that rehearsal the validation of combining the virtues of face-
to-face education with the opportunities of on-line learning,
in this case b-learning.
The development context of the case study is made up of
the course of Computers Engineering of the Polytechnic of
Portalegre, more concretely in the field of the Computer
Network. In the Computers Engineering course, the scientific
area of Electronics, Computers and Telecommunications
(ECT), with a total of 37,5 European Course Credit Transfer
System (ECTS), which includes the development of
knowledge and skills in the fields of Computer Networks,
Digital Systems, Computer Architecture, Industrial
Informatics, and Security. We speak of knowledge domains
of great technical exigency and in constant adaptation to the
professional requirements. Their integration with the
business environment can bring a number of advantages to
the quality of teaching and to the preparation of students for
the labor market.
This course has two curricular units, Computer Network I
and Computer Network II. The first curricular unit
(Computer Network I) are taught in the second year of the
course and is divided in two modules, CCNA 1 (Introduction
to Networks (ITN)) and CCNA 2 (Routing and Switching
Essentials (RSE)). The second curricular unit (Computer
Network II) is taught in the third year of the course and is
composed by the CCNA 3 (Scaling Networks (SN)) and
CCNA 4 (Connecting Networks (CN)) modules, as
represented in Figure 1.
For the Computer Networks domain, the course
curriculum presents two curricular units, each one with the
duration of 60 hours of face-to-face teaching and 7,5 ECTS,
designated Network Computers I and Network Computers II.
Computers Engineering
1º Year 2º Year 3º Year
Computer Networks I Computer Networks II
CCNA1 - Introduction to Networks (ITN)
CCNA2 - Routing and Switching Essentials (RSE)
CCNA3 - Scaling Networks (SN)
CCNA4 - Connecting Networks (CN)
... ...
Fig. 1. Computer Engineering Courses of "Instituto Politécnico de
Portalegre" based on certification Cisco Course
There are two units oriented to the development of the
following competencies: (a) know the communications
operation; (b) identify the services and equipment used in
communications; (c) use network protocol models to explain
the communication layers; (d) know the application layer
protocols in detail in the OSI and TCP/IP models; (e) design,
calculate and implement subnetworks; (f) to know the
Ethernet protocol in detail, and to configure Ethernet
networks through the installation and use of various physical
means of communication, routing and switching equipment;
(g) configure the main functionalities of a router associated
with local network performance; (h) know and configure
different types of routing protocols; (i) mastering the
switching concepts; and (j) know and configure WAN
technologies.
The two curricular units began their activity, according to
traditional teaching methods based on face-to-face teaching,
and through curricular contents developed by the teachers
and made available to the students in the local content
management web platform, to take the first steps. It was
verified in the first years of teaching that (1) the teaching
process was too limited to face-to-face teaching, with little
dynamics and little participation (2) the realization of
practical works was limited to the space of the classroom, in
which they were installed and available all network devices
(without remote access) and (3) the students only had
knowledge of the results of the evaluation through the
expected evaluation moments, usually concentrated at the
end of the semester. Traditional teaching methodologies
were thus not able to cope with the dynamic environment of
skills required by the job market at the networking level.
The first results regarding the quality of the teaching
process evidenced the urgent need to promote changes in the
functioning model of the teaching process in these two
curricular units. It was therefore necessary to promote the
introduction of dynamic teaching tools, which complement
and consolidate face-to-face teaching, capable of increasing
students' motivation and dedication, and consequently the
final results obtained.
In theory it was considered that the use of a b-learning
solution would promote the improvement of the quality and
demand of the teaching process, thus improving the
motivation and participation of the students, and indirectly
the final results of the teaching process at various levels.
Considering some solutions, the program of the of the
Cisco Systems, Inc. namely the program of the Cisco
Networking Academies, in frank expansion at national and
international level, has positioned itself as the best solution,
able to reorient the computer networks study. Given that the
networking area is essentially laboratory practice, the
proposed teaching methodology was considered as very
adequate to motivate the student to become actively involved
in their own learning process. It has been found that the
proposed and constantly updated laboratory component is as
close as possible to the labor market requirements of
professionals in the networking field.
The adhesion to this program, allowed among other
benefits, the use of the online content platform, with all the
necessary functionalities to be considered as b-learning. At
the teacher's disposal was high-quality technical-scientific
didactic material developed by networking experts,
collaboration tools, hands-on labs, and knowledge
4. assessment tools. In this way we gain great flexibility and
adaptability to the learning context of each student. At the
same time, the program allowed the training and certification
of two teachers (essential condition for the opening of
courses), and access to specific simulation and learning
software.
TABLE I. CCNA ROUTING & SWITCHING CURRICULUM
CCNA Routing & Switching curriculum
Module Course Hours ECTS
CCNA1
Introduction to Networks
(ITN)
60 ± 3,75
CCNA2
Routing and Switching
Essentials (RSE)
60 ± 3,75
CCNA3 Scaling Networks (SN) 60 ± 3,75
CCNA4 Connecting Networks (CN) 60 ± 3,75
Total 240 15
However, it was necessary to consider and decide which
model to implement for the CISCO Networking Academy in
its relationship with the two curricular units of computer
networks. Or would it be implemented, a model in which the
CISCO Networking Academy would work in parallel to the
Computer Engineering course (a solution implemented by
most national higher education institutions), or a model in
which the CISCO Networking Academy became integrated
into the two curricular units networking. In the first model
the teacher continues to be responsible for the entire teaching
process, with teaching and certification happening as
separate processes and paths. The student has an increased
difficulty to achieve the desired certification. In the second
model, the teacher, after obtaining the appropriate
professional certification, shares responsibility for the
teaching process with the CISCO Networking Academy,
adopting the proposed contents and teaching and evaluation
methodologies. Teaching and certification are a single
process and route, thus facilitating the student's learning
process.
TABLE II. NUMBER OF STUDENTS WHO OBTAINED
CERTIFICATION
Computer Networks I
(a)
Computer Networks II
(b)
CCNA1 CCNA2 CCNA3 CCNA4
2009/2010 19/24 13/20 8/13 5/13
2010/2011 10/10 6/10 9/13 8/13
2011/2012 7/7 6/7 7/8 6/8
2012/2013 8/8 8/8 9/9 9/9
2013/2014 3/5 1/3 3/3 3/3
2014/2015 6/8 6/8 5/7 3/7
2015/2016 7/7 4/4 5/5 4/5
2016/2017 16/18 15/17 14/15 8/14
2017/2018 10/11 9/11 7/13 7/13
Total 86/98 68/88 67/86 53/85
% 88% 77% 78% 65%
(a) 1º semester, (b) 2º semester
Although it is a more risky solution, in the presented case
study the second model was implemented, with some
improvements in the methodologies of evaluation.
CISCO Academy offers a wide variety of courses,
including courses in networking, security, IoT & Data
Analytics, IT and Operative Systems and Programming. In
the field of networking the CCNA Routing & Switching
course, composed of four sequential modules, presented in
Table I, was chosen, considering the specific objectives for
each of the modules.
Although the total number of working hours (240 hours)
required for the completion of the four modules exceeds that
for the two curricular units (of only 120 hours), the option
for a b-learning solution allowed students to develop outside
of the classroom, the development of practical laboratories to
consolidate the theoretical contents presented by the teacher
in the classroom. The best way to learn about networking is
to do it. Through the use of the innovative network
configuration simulation tool, it was possible for students to
have all the necessary network equipment (routers, swicths,
firewalls, etc.) on their personal computers in the
development of their configuration skills.
The number of students has never been constant during
the 9 years of application of this pedagogical solution. It was
always dependent on the total number of students placed
annually in higher education and in the course, plus the
ERASMUS students, plus the external professionals who
punctually enrolled in the course, given the value of this
certification in the labor market.
5. TABLE III. AVERAGE GRADES OF THE CLASS
Computer
Networks I
Computer
Networks II
CCNA1 CCNA2 CCNA3 CCNA4
2009/2010 72.83 68.28 72.66 63.03
2010/2011 86.93 71.15 75.38 69.49
2011/2012 83.83 79.82 81.68 77.62
2012/2013 88.40 83.25 82.76 80.30
2013/2014 54.10 33.65 86.49 87.86
2014/2015 80.74 73.22 80.72 62.05
2015/2016 81.48 85.07 84.89 80.26
2016/2017 82.62 73.65 85.05 76.08
2017/2018 79.45 76.80 69.41 72.05
78,93 71,65 79,89 74,30
2 9,75 14,41 5,67 7,99
The students who, during this period, accepted the
challenge of obtaining certification of developed
competences and tested the proposed pedagogical
innovation, have never had previous experiences in b-
learning, as well as had little experience in the use of the
English language. Table II shows the number of students
who were able to obtain certification, within the group of
students enrolled in each course unit. Students who dropped
out of one of the modules and did not take any evaluation
time were not considered in this score. They are students
who will join the class of the next school year.
From the data presented in the previous Table, and
regardless of the fluctuation of the total number of students,
the percentage of students who achieved certification in each
of the modules was always high. However, the percentage of
students who obtain certification is higher when the module
in question corresponds to the beginning of the semester,
where students have more useful working time. The modules
that coincide with the end of the semester (CCNA2 and
CCNA4), the percentage of students achieving certification
is slightly lower. This result can be due to the competition of
the other curricular units of the course on the useful time of
the students.
In the previous table, the final average of the final
evaluation obtained in each of the four modules is presented,
considering the students enrolled and presented in the
previous table. In both curricular units it was possible to
obtain an average evaluation of more than 70/100 values,
which we can consider as an excellent result, and which
positively differentiates these two curricular units.
Where represents the mean value of the grades and 2
the standard deviation. As it can be seen from the data,
results presents a stable distribution, with the exception of
the year 2013/14, that is justified with the low number of
students registered on the class (see Table II).
IV. CONCLUSIONS
It is necessary to understand that b-learning goes beyond
a simple educational approach because, when all the
institutional elements are involved, they transform this issue
into a systemic issue that affects and is affected by the entire
educational community. B-learning, by its "mixed" nature,
implies the need to identify at each moment, student,
objective, problem, and context, what is the best and most
appropriate solution, accordingly to the methodologies and
approaches of face-to-face teaching, or online teaching, to
prepare students with the skills that enable them to be
successful in their future professional activity.
It is essential that students, during their formative process
in higher education, come into contact with these
technologies, enabling them to achieve higher levels of
efficacy, and be able to join e-learning courses in the future
and learn this way autonomously.
Thus, the presented case study constitutes a successful
case in the interconnection of higher education and CISCO
company, which is a leader in the world of communications,
that in last years has working together with institutions, like
ours. Contributing to developed the b-learning platform in
the sense of corresponding to the requirements in the various
implementation and use contexts. The results of this
interconnection have been extremely positive not only for
students, but also for teachers and CISCO company. Being
the CISCO company studying their adaptation in other fields,
such as, security, Network Programmability Training, and
Industrial Computing.
ACKNOWLEDGMENTS
The present work was carried out at "Instítuto Politécnico
de Portalegre" in the context of a Computer Engineering
course and Cisco Networking Academy. The authors are
grateful for all the administrative and technical support
necessary for the success of this work. The authors
acknowledge the project ERASMUS Plus: Higher Education
– International Capacity Building - ACACIA – Project
reference number – 561754-EPP-1-2015-1-CO-EPKA2-
CBHE-JP, (http://acacia.digital). The work has also been
promoted under the project CARELINK, AAL-CALL-2016-
049 funded by AAL JP, and co-funded by the European
Commission and National Funding Authorities of Ireland,
Belgium, Portugal and Switzerland.
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