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.
This document discusses blended learning (b-Learning) in education. It defines blended learning as combining face-to-face and online learning. The text outlines six issues course designers should consider for blended learning courses, including the role of live interaction and learner choice. Effective blended learning requires support for instructors and students as well as balancing innovation and costs. While some see it as a way to introduce e-learning quickly, research shows most blended learning efforts fail without a planned, supported approach.
Thinking Differently: A Visual Note Recording Strategy to Improve LearningDr. Almodaires
The use of visuals in the learning environment is increasing every day. The idea of connecting images with existing knowledge is one way to effectively learn and remember........
Adaptive Remediation Solutions Design Framework and Implementation for Studen...iosrjce
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.
Effectiveness of Flipped Learning: Improving Pre-service Teachers’ Prowess in...Dr. Almodaires
In the current study, the aim is to determine the effectiveness of flipped learning approach in developing pre-service teachers’ skills and knowledge in creating and editing digital videos. Furthermore, the approach was evaluated through the theoretical lens of constructivism and experiential learning
This article is a proposal for an empirical study planned to study the impact of Social media in learning and teaching processes during COVID-19 and its expected impact on post COVID-19. This study will be exclusively focus on teaching chemistry using the help of Technology at secondary level.
KEYWORDS: Apps, Chemistry, Blended learning, Integrated learning, Pedagogy, Technology.
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.
Blended Learning: The Future of Higher EducationMike KEPPELL
The document discusses blended learning in higher education. It defines blended learning as a combination of face-to-face and online teaching and learning. Blended learning provides benefits at different levels, from individual activities to entire university programs. Examples of blended learning paradigms include enabling access, enhancing existing pedagogy, and transforming teaching approaches. The document also provides an example of a blended learning design for a postgraduate education course that incorporates problem-based and project-based learning.
Slidesets from a UK teacher training course
Aims:
To consider the benefits and issues associated with collaborative learning tasks, and to effectively manage collaborative assessment
Outcomes:
To identify the reasons to get students to undertake assessed work in groups
To identify ways to plan and manage group assessment tasks effectively
To be aware of the obligations placed on teachers managing collaborative assessment
This document discusses blended learning (b-Learning) in education. It defines blended learning as combining face-to-face and online learning. The text outlines six issues course designers should consider for blended learning courses, including the role of live interaction and learner choice. Effective blended learning requires support for instructors and students as well as balancing innovation and costs. While some see it as a way to introduce e-learning quickly, research shows most blended learning efforts fail without a planned, supported approach.
Thinking Differently: A Visual Note Recording Strategy to Improve LearningDr. Almodaires
The use of visuals in the learning environment is increasing every day. The idea of connecting images with existing knowledge is one way to effectively learn and remember........
Adaptive Remediation Solutions Design Framework and Implementation for Studen...iosrjce
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.
Effectiveness of Flipped Learning: Improving Pre-service Teachers’ Prowess in...Dr. Almodaires
In the current study, the aim is to determine the effectiveness of flipped learning approach in developing pre-service teachers’ skills and knowledge in creating and editing digital videos. Furthermore, the approach was evaluated through the theoretical lens of constructivism and experiential learning
This article is a proposal for an empirical study planned to study the impact of Social media in learning and teaching processes during COVID-19 and its expected impact on post COVID-19. This study will be exclusively focus on teaching chemistry using the help of Technology at secondary level.
KEYWORDS: Apps, Chemistry, Blended learning, Integrated learning, Pedagogy, Technology.
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.
Blended Learning: The Future of Higher EducationMike KEPPELL
The document discusses blended learning in higher education. It defines blended learning as a combination of face-to-face and online teaching and learning. Blended learning provides benefits at different levels, from individual activities to entire university programs. Examples of blended learning paradigms include enabling access, enhancing existing pedagogy, and transforming teaching approaches. The document also provides an example of a blended learning design for a postgraduate education course that incorporates problem-based and project-based learning.
Slidesets from a UK teacher training course
Aims:
To consider the benefits and issues associated with collaborative learning tasks, and to effectively manage collaborative assessment
Outcomes:
To identify the reasons to get students to undertake assessed work in groups
To identify ways to plan and manage group assessment tasks effectively
To be aware of the obligations placed on teachers managing collaborative assessment
Increasing Completion Rates through a Self-Service Online Learnng StrategyJo Jenson
This document discusses a self-service online learning strategy to increase completion rates. It proposes a blended learning approach combining online modules, industry placements, webinars, and workshops. This self-service model aims to provide a proactive, motivational learning experience through customization and incorporating the four types of interactions identified as critical for online learner success: learner-to-content, learner-to-instructor, learner-to-learner, and learner-to-interface. The strategy is designed around a virtual learning environment using augmented reality to engage diverse learners and support self-directed learning across multiple learning styles.
Pre-service Teachers’ Perceptions of the Effectiveness of Multi-Author Bloggi...Dr. Almodaires
Multi-author blogs have created new opportunities for the construction and dissemination of knowledge. However, very few studies have examined the effect of multi-author blogging in pre-service teacher education and little is known about this phenomenon. This study argues that multi-author blogging can provide student-teachers with opportunities for experiential learning......
Part 1 challenges presentation (josmar borg)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.
This document discusses implementing a flipped classroom model for teaching strategic management at the MBA level. It begins by describing the traditional lecture-based model and how a flipped classroom works. The author then implemented a flipped classroom for their MBA strategic management course. Students were divided into teams and tasked with developing their own dream companies. They studied concepts outside of class and worked on their companies in class with guidance from the instructor. Students presented on their company progress every few modules. The goal was for students to gain a practical understanding of strategic management concepts through this project-based learning approach. The author found that the flipped classroom engaged students in the material and allowed for a more student-centered learning experience compared to the traditional lecture model.
Blended learning combines traditional in-person classroom methods with online digital learning. It allows incorporation of online communities, digital content, video conferencing, and other technology into the learning process. Blended learning provides benefits like lower costs, flexibility for learners, and opportunities for interaction and collaboration. It is becoming a preferred learning approach for distributed workforces as it allows "anytime, anywhere" training and performance support.
This article summarizes a study on collaboration in university programs that involve students participating in real-world experiences. Interviews were conducted with students, partner organizations, and instructors involved in a learning through participation (LTP) program. The study initially aimed to explore online technologies used to support collaboration. However, emerging themes from the data shifted the focus to the nature of collaboration in LTP. Key findings include that LTP involves new collaborative roles for all parties that are not always explicitly addressed. Challenges to collaboration include time constraints and communication issues. While online tools were used, face-to-face interaction was still seen as important to collaboration in LTP.
Creativity Poses a Challenge, But Rewards are ImmenseNutan Erathi
An example of story telling to train adult learners.
An Indian folk tale- Vikram and Betaal series is a treatment suggested to train bank employees to increase sales and make profits to the organisation.
Affordances of Physical and Virtual Learning SpacesMike KEPPELL
The document discusses physical and virtual learning spaces in higher education. It covers assumptions about lifelong learning in universities. It also discusses principles of higher education including constructive alignment and discipline pedagogies. The document then examines the diversity of learning spaces including physical, blended, virtual, mobile, outdoor, and personal spaces. It analyzes affordances of different learning environments and interactions. Finally, it advocates for putting together the approaches in a modern learning environment.
Enhancing Student Learning Experience and Satisfaction Using Virtual Learning...M H
The paper presents a project that aims to enhance students experiences and satisfaction through the use of a Virtual Learning Environment. Particularly, it aims at developing a blended learning community to support diverse student population, including students with special learning needs. This project focuses on the teaching/learning aspects of students experiences and satisfaction. Other aspects are geared towards use by student support staff and those whose main responsibility is technical or system administration support. Various methods were used to measure the success of the project and its implementation. Evaluation results show a significant increase in student satisfaction and enhanced progression rate.
This study investigated students' perceptions of effective dimensions of interactive learning in a blended learning course at a university in Turkey. 25 students enrolled in a "Computer Networks and Communication" course participated. Interviews were conducted at the end to understand students' perspectives on dimensions like how instructivist and constructivist elements were blended, need for metacognitive support, authentic learning activities, collaboration, motivation, individualized learning, and internet access. The findings provided insight into designing effective blended learning environments.
The document discusses the readiness of teacher education institutions in the Philippines for Education 4.0. It finds that administrators and faculty members perceive themselves as ready in terms of their skills in selecting and integrating digital resources for teaching and learning, as they receive capacity building through seminars and conferences on technological literacy. However, they are not skilled in using learning management systems, online class modalities, augmented reality, robotics, or 3D printing, which may be due to a lack of digital infrastructure and virtual laboratories. Respondents also disagreed that the institutions are ready in terms of research programs and initiatives for Education 4.0. The study thus concludes that institutions need to rethink infrastructure planning, strengthen research, and improve teacher training capabilities to
This document provides an overview of blended learning models. It defines blended learning and distinguishes it from general classroom technology use. It then describes the main models of blended learning: Rotation model, Flex model, A La Carte model, and Enriched Virtual model. The Rotation model involves students rotating between online and offline activities. The Flex model uses online learning as the backbone with flexible face-to-face support. The A La Carte model involves students taking entirely online courses alongside their regular classes. The Enriched Virtual model includes required face-to-face sessions with optional remote online work. Examples are provided to illustrate how different learning scenarios fit within these models.
This document introduces a four pillar model of Applied Practice. The four pillars are: Adult Learning Theory, Experiential Learning Theory, Transformational Learning Theory, and Workplace Learning Theory. These pillars provide theoretical foundations for work experience learning programs. The model aims to narrow the gap between theory and practice in higher education by more fully integrating academic study and practical work experiences through reflection. The document discusses each pillar in depth and their relationships to establish Applied Practice as a defensible means for building 21st century skills.
This was a paper presented at EDEN 2008 in Lisbon. It reports on the MentorBlog Project conducted to investigate how blogs can be used to support trainee teachers who are separated from their professional mentors by distance.
This document introduces a revised taxonomy and definitions for classifying K-12 blended learning models. It defines blended learning as a formal education program where students learn through both online and in-person means, with some student control over their learning experience. The taxonomy outlines 4 main blended learning models: Rotation, Flex, Self-Blend, and Enriched-Virtual. The document aims to develop flexible yet clear definitions that can accommodate ongoing innovation in blended models.
Maestro en servicio revision de videosSisercom SAC
This document describes a study that examined the effects of a professional development intervention on preservice teachers' implementation of an evidence-based practice called constant time delay. The intervention included training, practice, planning, video self-reflection, and group feedback. After participating, most preservice teachers implemented the practice with fidelity. The intervention supports the use of video reflection and peer feedback to help preservice teachers improve their implementation of effective teaching strategies.
Morpheus UNIMAS: Strengthening Student Engagement in Blended Learning Environ...Kee-Man Chuah
Chapter 7 of the book "Blended and Flipped Learning: Case Studies In Malaysian HEIs". This chapter focuses on the use of UNIMAS Learning Management System known as Morpheus to engage the students further.
Benefits to the integration technology in educationm_chere
Technology has the potential to improve student work and learning outcomes in several ways:
1) Research shows that technology leads to higher quality student work, better writing, and higher GPAs compared to traditional methods.
2) Students with special needs like dyslexia have shown significant improvements in reading ability and test scores when using computer programs.
3) At-risk students are more engaged and cooperative with technology compared to traditional classrooms.
4) Most students prefer learning with technology, which improves their attitudes towards learning and confidence.
This document discusses challenges and opportunities for lifelong learners (LLL) in higher education. It proposes that blended learning (BL) and multicampus education (MCE) could help increase accessibility and flexibility for LLL. However, effectively implementing BL and MCE poses hurdles such as requiring course redesign, developing new teaching roles, and overcoming issues of quality control and copyright across campuses. Overall, while BL and MCE may help LLL, realizing their benefits will be challenging for higher education institutions and lecturers.
Increasing Completion Rates through a Self-Service Online Learnng StrategyJo Jenson
This document discusses a self-service online learning strategy to increase completion rates. It proposes a blended learning approach combining online modules, industry placements, webinars, and workshops. This self-service model aims to provide a proactive, motivational learning experience through customization and incorporating the four types of interactions identified as critical for online learner success: learner-to-content, learner-to-instructor, learner-to-learner, and learner-to-interface. The strategy is designed around a virtual learning environment using augmented reality to engage diverse learners and support self-directed learning across multiple learning styles.
Pre-service Teachers’ Perceptions of the Effectiveness of Multi-Author Bloggi...Dr. Almodaires
Multi-author blogs have created new opportunities for the construction and dissemination of knowledge. However, very few studies have examined the effect of multi-author blogging in pre-service teacher education and little is known about this phenomenon. This study argues that multi-author blogging can provide student-teachers with opportunities for experiential learning......
Part 1 challenges presentation (josmar borg)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.
This document discusses implementing a flipped classroom model for teaching strategic management at the MBA level. It begins by describing the traditional lecture-based model and how a flipped classroom works. The author then implemented a flipped classroom for their MBA strategic management course. Students were divided into teams and tasked with developing their own dream companies. They studied concepts outside of class and worked on their companies in class with guidance from the instructor. Students presented on their company progress every few modules. The goal was for students to gain a practical understanding of strategic management concepts through this project-based learning approach. The author found that the flipped classroom engaged students in the material and allowed for a more student-centered learning experience compared to the traditional lecture model.
Blended learning combines traditional in-person classroom methods with online digital learning. It allows incorporation of online communities, digital content, video conferencing, and other technology into the learning process. Blended learning provides benefits like lower costs, flexibility for learners, and opportunities for interaction and collaboration. It is becoming a preferred learning approach for distributed workforces as it allows "anytime, anywhere" training and performance support.
This article summarizes a study on collaboration in university programs that involve students participating in real-world experiences. Interviews were conducted with students, partner organizations, and instructors involved in a learning through participation (LTP) program. The study initially aimed to explore online technologies used to support collaboration. However, emerging themes from the data shifted the focus to the nature of collaboration in LTP. Key findings include that LTP involves new collaborative roles for all parties that are not always explicitly addressed. Challenges to collaboration include time constraints and communication issues. While online tools were used, face-to-face interaction was still seen as important to collaboration in LTP.
Creativity Poses a Challenge, But Rewards are ImmenseNutan Erathi
An example of story telling to train adult learners.
An Indian folk tale- Vikram and Betaal series is a treatment suggested to train bank employees to increase sales and make profits to the organisation.
Affordances of Physical and Virtual Learning SpacesMike KEPPELL
The document discusses physical and virtual learning spaces in higher education. It covers assumptions about lifelong learning in universities. It also discusses principles of higher education including constructive alignment and discipline pedagogies. The document then examines the diversity of learning spaces including physical, blended, virtual, mobile, outdoor, and personal spaces. It analyzes affordances of different learning environments and interactions. Finally, it advocates for putting together the approaches in a modern learning environment.
Enhancing Student Learning Experience and Satisfaction Using Virtual Learning...M H
The paper presents a project that aims to enhance students experiences and satisfaction through the use of a Virtual Learning Environment. Particularly, it aims at developing a blended learning community to support diverse student population, including students with special learning needs. This project focuses on the teaching/learning aspects of students experiences and satisfaction. Other aspects are geared towards use by student support staff and those whose main responsibility is technical or system administration support. Various methods were used to measure the success of the project and its implementation. Evaluation results show a significant increase in student satisfaction and enhanced progression rate.
This study investigated students' perceptions of effective dimensions of interactive learning in a blended learning course at a university in Turkey. 25 students enrolled in a "Computer Networks and Communication" course participated. Interviews were conducted at the end to understand students' perspectives on dimensions like how instructivist and constructivist elements were blended, need for metacognitive support, authentic learning activities, collaboration, motivation, individualized learning, and internet access. The findings provided insight into designing effective blended learning environments.
The document discusses the readiness of teacher education institutions in the Philippines for Education 4.0. It finds that administrators and faculty members perceive themselves as ready in terms of their skills in selecting and integrating digital resources for teaching and learning, as they receive capacity building through seminars and conferences on technological literacy. However, they are not skilled in using learning management systems, online class modalities, augmented reality, robotics, or 3D printing, which may be due to a lack of digital infrastructure and virtual laboratories. Respondents also disagreed that the institutions are ready in terms of research programs and initiatives for Education 4.0. The study thus concludes that institutions need to rethink infrastructure planning, strengthen research, and improve teacher training capabilities to
This document provides an overview of blended learning models. It defines blended learning and distinguishes it from general classroom technology use. It then describes the main models of blended learning: Rotation model, Flex model, A La Carte model, and Enriched Virtual model. The Rotation model involves students rotating between online and offline activities. The Flex model uses online learning as the backbone with flexible face-to-face support. The A La Carte model involves students taking entirely online courses alongside their regular classes. The Enriched Virtual model includes required face-to-face sessions with optional remote online work. Examples are provided to illustrate how different learning scenarios fit within these models.
This document introduces a four pillar model of Applied Practice. The four pillars are: Adult Learning Theory, Experiential Learning Theory, Transformational Learning Theory, and Workplace Learning Theory. These pillars provide theoretical foundations for work experience learning programs. The model aims to narrow the gap between theory and practice in higher education by more fully integrating academic study and practical work experiences through reflection. The document discusses each pillar in depth and their relationships to establish Applied Practice as a defensible means for building 21st century skills.
This was a paper presented at EDEN 2008 in Lisbon. It reports on the MentorBlog Project conducted to investigate how blogs can be used to support trainee teachers who are separated from their professional mentors by distance.
This document introduces a revised taxonomy and definitions for classifying K-12 blended learning models. It defines blended learning as a formal education program where students learn through both online and in-person means, with some student control over their learning experience. The taxonomy outlines 4 main blended learning models: Rotation, Flex, Self-Blend, and Enriched-Virtual. The document aims to develop flexible yet clear definitions that can accommodate ongoing innovation in blended models.
Maestro en servicio revision de videosSisercom SAC
This document describes a study that examined the effects of a professional development intervention on preservice teachers' implementation of an evidence-based practice called constant time delay. The intervention included training, practice, planning, video self-reflection, and group feedback. After participating, most preservice teachers implemented the practice with fidelity. The intervention supports the use of video reflection and peer feedback to help preservice teachers improve their implementation of effective teaching strategies.
Morpheus UNIMAS: Strengthening Student Engagement in Blended Learning Environ...Kee-Man Chuah
Chapter 7 of the book "Blended and Flipped Learning: Case Studies In Malaysian HEIs". This chapter focuses on the use of UNIMAS Learning Management System known as Morpheus to engage the students further.
Benefits to the integration technology in educationm_chere
Technology has the potential to improve student work and learning outcomes in several ways:
1) Research shows that technology leads to higher quality student work, better writing, and higher GPAs compared to traditional methods.
2) Students with special needs like dyslexia have shown significant improvements in reading ability and test scores when using computer programs.
3) At-risk students are more engaged and cooperative with technology compared to traditional classrooms.
4) Most students prefer learning with technology, which improves their attitudes towards learning and confidence.
This document discusses challenges and opportunities for lifelong learners (LLL) in higher education. It proposes that blended learning (BL) and multicampus education (MCE) could help increase accessibility and flexibility for LLL. However, effectively implementing BL and MCE poses hurdles such as requiring course redesign, developing new teaching roles, and overcoming issues of quality control and copyright across campuses. Overall, while BL and MCE may help LLL, realizing their benefits will be challenging for higher education institutions and lecturers.
MuLLLti_International Conference Interactive and Competence-Orientated EducationYves Blieck
This document discusses challenges for lifelong learners pursuing higher education and how blended learning and multicampus education can help address them. It defines blended learning and multicampus education, outlines the needs of different types of lifelong learners, and argues that blended courses offered across multiple campuses can increase accessibility, flexibility, and engagement for lifelong learners in Belgium. However, effective course redesign and inter-campus cooperation require significant effort from higher education institutions.
Students perception of a blended learning program of teacher education in an ...Yves Blieck
Blended learning is defined as a combination of face-to-face instruction and online learning activities (Bonk & Graham, 2006; Graham, 2006; Marsh, Pountney & Prigg, 2008). According to So and Brush (2008), blended learning combines the advantages of both face-to-face learning and online technologies to deliver learning. Online learning can be complimentary to face-to-face learning by providing students with access to learning resources, facilitating communication, and collaborative working with peers and teachers (Garrison & Kanuka, 2004). In our changing society, with a growing demand for lifelong learning, learners especially lifelong learners can benefit from blended Education. More and more educational institutions provide blended learning environments to meet students’ educational and economical needs. Blended learning can increase adult learners’ access to education and facilitate the challenging combination of work and study. In addition, the use of authentic learning tasks and online collaboration in blended learning facilitates student centered and active learning (Ginns & Ellis, 2007). However, blended learning also faces a number of challenges, such as dropout, sustainability, copyright issues, and social presence (Andresen, 2009; Hara & Kling, 2002; Persell, 2004; Stracke, 2007).
The purpose of this study is to evaluate part of a competence based blended learning program for teacher education in a center for adult education in Flanders, Belgium. During one year, student teachers are trained in a blended learning environment, combining an online theoretical component - off-campus (30 ECTS), and practical training - on-campus (15 ECTS). They are expected to acquire teacher competences as outlined in the amended decree (2007) describing the professional profiles and basic competences for teachers by the Flemish government (1998). The blended learning program was designed for the purpose of coaching and assessing student teachers during this process.
During two consecutive years the student teachers enrolled in the blended program were invited to fill in a questionnaire to evaluate the blended learning programme. In total 18 students participated in the study. The questionnaire consisted of a set of propositions to be rated on a 4 point Likert-scale and two open questions. Collected data were analyzed quantitatively using descriptive statistics. Answers on the open questions were coded qualitatively. The age range of the student teachers was from 20-49. All student teachers had previously completed at least bachelor education.
The results show that the student teachers evaluated positively the structure of the on-line sessions (M=3.50, SD=0.62) and offered technical support (M=3.33, SD=0.69). The amount of face-to-face sessions was regarded as sufficient (M=3.71, SD=0.59) and its content was seen as relevant (M=3.28, SD=0.75). The combination of
http://inarocket.com
Learn BEM fundamentals as fast as possible. What is BEM (Block, element, modifier), BEM syntax, how it works with a real example, etc.
How to Build a Dynamic Social Media PlanPost Planner
Stop guessing and wasting your time on networks and strategies that don’t work!
Join Rebekah Radice and Katie Lance to learn how to optimize your social networks, the best kept secrets for hot content, top time management tools, and much more!
Watch the replay here: bit.ly/socialmedia-plan
The document discusses how personalization and dynamic content are becoming increasingly important on websites. It notes that 52% of marketers see content personalization as critical and 75% of consumers like it when brands personalize their content. However, personalization can create issues for search engine optimization as dynamic URLs and content are more difficult for search engines to index than static pages. The document provides tips for SEOs to help address these personalization and SEO challenges, such as using static URLs when possible and submitting accurate sitemaps.
Students’ perceptions and experiences towards the educational value of online...James Cook University
Hajhashemi, K., Caltabiano, N., & Anderson, N. (2016). Students’ perceptions and experiences towards the educational value of online videos. Australian Educational Computing, 31(2), 1-17.
Aldalalah 2014 - perceptions of blended learning competencies and obstacles...Zalina Zamri
The purpose of this study was to investigate the effects of locus of control and anxiety level on the Jordanian educational technology students’ perceived blended learning competencies and obstacles.
A Review of Studies on Academic Success in Blended Learning Approach in Turke...HALİL COŞKUN ÇELİK
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
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.
A Model For Implementing Problem-Based Language Learning Experiences From A ...Elizabeth Williams
This document summarizes a study that developed a model for implementing problem-based language learning over seven years at Sultan Qaboos University in Oman. The model was developed using a design-based research approach involving 14 instructors and 2800 students. The model consists of elements like hybridizing courses, scaffolding for teachers and students, and developing a collaborative culture. Each element is described from a process perspective detailing how challenges were addressed along the way. The model is intended to integrate relevant problem-based learning and linguistic aspects while working around institutional constraints. It is hoped that the model will support future problem-based learning implementations.
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.
Giving Back: Exploring Service-Learning in an Online EnvironmentRochell McWhorter
This is the last author's copy. To read the published copy:
http://www.ncolr.org/issues/jiol/v14/n2/3
Service-Learning (SL) as an instructional method is growing in popularity for giving back to the community while connecting the experience to course content. However, little has been published on using SL for online business students. This study highlights an exploratory mixed-methods, multiple case study of an online business leadership and ethics course utilizing SL as a pedagogical teaching tool with 81 students. Results from the study noted that hours completed exceeded those assigned and students identified outcomes for themselves, their university, and nonprofit organizations where they served. The outcomes of this study mirrored those identified by students in traditional face-to-face courses underscoring the value of SL projects in online courses in higher education.
A way for blending vle and face to-face instruction by Gulden ILINsuhailaabdulaziz
This document discusses a study that explored blending a Teaching English to Young Learners course with both face-to-face instruction and the Moodle online platform. 100 student teachers participated in a 14-week blended course. Data was collected through a readiness scale, questionnaire, and interviews. Results found that students were ready and comfortable with online learning. They viewed the blended course positively and found it motivating and valuable for their education as language teachers. Students appreciated the flexibility to engage with course content and provide feedback to peers online in their own time.
This document discusses active learning and its relationship to open education and emerging technologies. It begins by defining active learning and describing its key characteristics, including that it is student-centered and involves higher-order thinking tasks. It then discusses how active learning can be promoted through strategies like problem-solving, collaborative learning, and game-based learning. Two case studies are presented that used technologies and game-based activities to train complex thinking skills in university students. The findings showed that open education initiatives are increasingly using new technologies and most focused on producing open educational resources, while also addressing inclusive access and teacher development.
Using Socrative to Enhance In-Class Student Engagement and Collaboration IJITE
Learning and teaching experiment was designed to incorporate SRS-Student Response System to measure and assess student engagement in higher education for level 5 engineering students. The SRS system was based on getting an immediate student feedback to short quizzes lasting 10 to 15 minutes using Socrative software. The structure of the questions was a blend of true/false, multiple choice and short answer questions. The experiment was conducted through semester 2 of yearlong engineering module. The outcome of the experiment was analyzed quantitatively based on student performance and qualitatively through student questionnaire. The results indicate that using student paced assessments method using Socrative enhanced student’s performance. The results showed that 53% of the students improved their performance while 23% neither improved nor underperformed. Qualitative data showed students felt improvement in their learning experience. Overall results indicate positive impact using this technology in teaching and learning for engineering modules in higher education
Learning and teaching experiment was designed to incorporate SRS-Student Response System to measure
and assess student engagement in higher education for level 5 engineering students. The SRS system was based on getting an immediate student feedback to short quizzes lasting 10 to 15 minutes using Socrative software. The structure of the questions was a blend of true/false, multiple choice and short answer questions. The experiment was conducted through semester 2 of yearlong engineering module. The
outcome of the experiment was analyzed quantitatively based on student performance and qualitatively through student questionnaire. The results indicate that using student paced assessments method using Socrative enhanced student’s performance. The results showed that 53% of the students improved their performance while 23% neither improved nor underperformed. Qualitative data showed students felt
improvement in their learning experience. Overall results indicate positive impact using this technology in teaching and learning for engineering modules in higher education
Using Socrative to Enhance In-Class Student Engagement and Collaboration IJITE
Learning and teaching experiment was designed to incorporate SRS-Student Response System to measure
and assess student engagement in higher education for level 5 engineering students. The SRS system was
based on getting an immediate student feedback to short quizzes lasting 10 to 15 minutes using Socrative
software. The structure of the questions was a blend of true/false, multiple choice and short answer
questions. The experiment was conducted through semester 2 of yearlong engineering module. The
outcome of the experiment was analyzed quantitatively based on student performance and qualitatively
through student questionnaire. The results indicate that using student paced assessments method using
Socrative enhanced student’s performance. The results showed that 53% of the students improved their
performance while 23% neither improved nor underperformed. Qualitative data showed students felt
improvement in their learning experience. Overall results indicate positive impact using this technology in
teaching and learning for engineering modules in higher education
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Simulation Strategy Is Increasingly Becoming A Popular Educational Tool In The Production Of Highly Qualified Professionals In The Field Of Education, Health, And Applied Sciences. Particularly, The Strategy Helps Improve Teaching Practice Effectiveness And Student Learning Performance. This Research Paper Aimed At Investigating The Effectiveness Of Simulation In Teaching And Student Learning Performance In The University Context. The Study Was Important Since It Highlighted How Different Kinds Of Simulation Improve Teaching Practice Effectiveness And Student Learning Performance. The Explanatory Research Design Was Used In This Research Where Data Was Collected Using Close-Ended Questionnaires Designed To Utilize Likert Scale Described In The Methodology Section. The Study Targeted 150 Student Participants. However, Only 134 Students Filled And Returned Their Questionnaires. Both Descriptive And Statistical Analysis Techniques Were Applied In This Research. Descriptive Statistics, Particularly Percentages Were Used In Describing Participant Information. Also, Statistical Analysis Was Used In Determining Reliability Of The Questionnaire As Well As For Hypothesis Testing. The Study Indicated That Social Process Simulation, Diagnostic Simulation, And Data Management Simulation Have A Statistically Significant Positive Relationship With Teaching Practice Effectiveness And Student Learning Performance. Based On The Findings, It Was Concluded And Recommended That Teachers And Students Should Accept The Use Of Simulation In Their Classroom To Enhance Their Classroom Outcomes.
THE IMPACT OF SIMULATION ON TEACHING EFFECTIVENESS AND STUDENT LEARNING PERFO...IJITE
Simulation Strategy Is Increasingly Becoming A Popular Educational Tool In The Production Of Highly
Qualified Professionals In The Field Of Education, Health, And Applied Sciences. Particularly, The
Strategy Helps Improve Teaching Practice Effectiveness And Student Learning Performance. This
Research Paper Aimed At Investigating The Effectiveness Of Simulation In Teaching And Student Learning
Performance In The University Context. The Study Was Important Since It Highlighted How Different
Kinds Of Simulation Improve Teaching Practice Effectiveness And Student Learning Performance. The
Explanatory Research Design Was Used In This Research Where Data Was Collected Using Close-Ended
Questionnaires Designed To Utilize Likert Scale Described In The Methodology Section. The Study
Targeted 150 Student Participants. However, Only 134 Students Filled And Returned Their Questionnaires.
Both Descriptive And Statistical Analysis Techniques Were Applied In This Research. Descriptive
Statistics, Particularly Percentages Were Used In Describing Participant Information. Also, Statistical
Analysis Was Used In Determining Reliability Of The Questionnaire As Well As For Hypothesis Testing.
The Study Indicated That Social Process Simulation, Diagnostic Simulation, And Data Management
Simulation Have A Statistically Significant Positive Relationship With Teaching Practice Effectiveness And
Student Learning Performance. Based On The Findings, It Was Concluded And Recommended That
Teachers And Students Should Accept The Use Of Simulation In Their Classroom To Enhance Their
Classroom Outcomes.
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This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
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Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
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A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!
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MuLLLTi_Blended learning for lifelong learners in a multicampuscontext
1. Blended Learning for Lifelong Learners in a Multicampus Context
(MuLLLti)
Blieck,Y., de Jong, M. and Vandeput, L. Leuven University College,
Belgium
Blended Learning seems a promising concept for higher education
institutions (HEI). The expectations of all stakeholders: students,
lecturers and management are high. To meet these expectations
Blended Learning should, unlike e-learning, not mainly focus on the
technological component. It should be considered as a vehicle to
evolve from a transmission model to a student centered model focused
on active learning. For, successful Blended Learning environments
facilitate active learning, works with authentic learning tasks that are
linked to real life and work contexts and are student centered.
Especially lifelong learners can benefit from Blended education in
HEI. Technology can not only facilitate access to education but has
the potential to provide them with tailor made instruction. Blended
Learning, however, raises several new challenges for institutions.
1. Blended Learning
1.1. What is Blended Learning?
Blended Learning, also referred to as Hybrid Learning and Technology Enhanced Learning,
means different things to different people (Picciano, 2007). Based on literature review, Poon
et al. (2010) found a variety of definitions (e.g. Singh, 2003; Driscoll, 2002; Collins and
Blake, 2007), but no consensus for an unambiguous definition. Nevertheless, the term
'Blended Learning' is increasingly used to refer to a combination of face-to-face learning
experiences and on-line learning experiences (Picciano, 2007; Poon et al., 2010). Defined in
this way Oliver and Trigwell (2005) state the term describes an instructional approach rather
than a learning approach, and thus conclude that the term „Blended Learning‟ is misleading
(Oliver en Trigwell (2005) in Poon et al. (2010)). Sloman also warns of the danger to define
Blended Learning in this narrow way (Sloman (2007) in Poon et al. (2010)). He argues that
Blended Learning should not simply be considered in terms of delivery and technology and
comments that:
“if the term Blended Learning is to have longevity in our trainer
vocabulary we must extend its use beyond technology. It must be as
much about varying learning methodology as it is about training
delivery. We must understand more about what motivates learners,
what support they need and how these supportive interventions can
take place in practice. Only with this understanding can we get the
'blend' right “(Sloman, 2007: p.315).
Vandeput et al. (2011) propose a pragmatic definition of Blended Learning: “a good blend is
a mix of study materials, work forms and learning activities that contribute to the realization
of the objectives, which motivate and challenge the students to show the best of
themselves.”(Vandeput, 2011: p.1.11). This approach implies that certain Blends are
2. desirable for specific groups of students. The success of the Blend may be largely determined
by the degree to which it meets the specific needs of the targeted group.
1.2. Blended Learning: Necessity or Hype?
One might ask what considerations are being given to design Blended Learning
environments: What are the advantages; to what questions does it offer a possible answer
(Shea, 2007)?
Through Blended Learning an institution has the ability to increase accessibility to its
education for students (Shea, 2007; Poon et al., 2010). If contact hours, or 'class'-time, be
replaced by 'on-line'-time an institution makes two changes that increase accessibility (Shea,
2007). On the one hand, presence (classroom time) is no longer bound to fixed time and
location. This allows students to give priority to commitments that are more time-and space-
bound and are imposed from professional and/or family context. It facilitates the combination
of study and work/family life for students (Shea, 2007; Poon et al., 2010). In addition, for
students who face a timely transfer to the educational institution Blended Learning offers a
solution because costly travel time can be avoided (Poon et al., 2010). Secondly, replacing
'classroom time' by 'on-line' time results in a lower occupancy of the infrastructure. Assuming
that an institution offers sufficient Blended courses, capacity will increase significantly to
serve additional students. Moreover the more Blended Courses an institution offers, the more
accessible the program will be for students. The condition is, however, that also sufficient
human capacity and technical support is provided:
“Given enough Blended courses, it has been documented that an
institution may significantly increase capacity to serve additional
students, assuming the availabilty of human and physical resources (i.e.
willing faculty, technical and pedagogical support, technical capacity
to offer Blended Leren, leadership to support and sustain it in a
rational manner.” (Shea, 2007, p19)
Shea (2007) states thus that there is a need to shift investment and energy to the virtual
infrastructure and to the development and sustenance of a culture of innovation.
Graham and Robinson (2007) point to the fact that Technology can act as catalyst to
transform traditional approaches of instruction and teaching. Garrison and Kanuka (2004)
are oftend cited to point to the potential of Blended Learning has to transform instruction in
higher education (Graham & Robison, 2007; Poon et al., 2010). Blended Learning gives
education providers the opportunity to redefine the education they offer. And, to evolve from
a transmission model to a student centered model focused on active learning (Graham &
Robison, 2007). Based on literature review Poon et al. (2010) report several advantages: the
ability to foster a professional learning community, ensuring social cohesion between
students; improving learning outcomes and the skill of critical thinking (Twigg, 2003b in
Poon, et al. (2010)); student satisfaction is higher in Blended pathways compared to only
face-to-face education ((Dziuban et al., 2006; Owston et al. 2008; Twigg, 2003a) in Poon et
al. (2010)).
Finally, Blended Learning also allows to, over time, enhance cost and resource
effectiveness. Costs are cut because developed materials can be reused, contact time is
reduced for the benefit of on-line time (Twigg, 2003b in Poon e.a, 2010). And, assuming that
an institution offers sufficient blended courses, capacity will increase significantly to serve
additional students. Different authors warn, however, that cost savings should not be the
major reason to consider implementation of Blended Learning. Improved learning outcomes
3. should remain the reason to consider it (Mitchell and Honore, 2007; Trasler, 2002 in Poon et
al. (2010)).
1.3. Hurdles to reach transforming Blends
Graham and Robison (2007) report that a lot of literature exists on the potential for
technology to act as a catalyst in the transformation of traditional approaches to teaching
(Reigeluth and Joseph, 2002; West & Graham, 2005). Graham (2005) noticed that some
blends seemed to transform instruction while others seemed to enhance existing educational
practices (Bonk & Graham, 2005). But, on the other hand, technological innovations have
had little impact on transforming educational practices (Graham and Robison, 2007). They
define different types of Blends based on the question: „what learner activity does the
technology allow that would be difficult or impossible without the use of the technology?' If
the Blend is implemented to increase access and convenience for students it is an enabling
Blend. If the Blend aims to increase instructor or student productivity it is an enhancing
Blend. If the Blend aims at improving pedagogy by moving from an information
transmission model towards a more active learning pedagogy it is a transforming Blend. In
detecting transforming blends. According to the authors a blend improves pedagogy, and is
thus a transforming blend, if it incorporates one or more of the four fundamental
characteristics of effective learning environments put forward by Roschelle et al. (2000): (1)
active engagement, (2) participation in groups, (3) frequent interaction and feedback, and (4)
connections to real world contexts.
Graham and Robison (2007) found three hurdles to reach the full potential of Blended
Learning in education. A first barrier is „the proliferation of superficial Blends‟, those Blends
are not adding anything significant to the instruction. The risk lies in the fact that not enough
time and costs are deployed. It can result in discouragement within faculty and undermine the
willingness to explore Blended Learning further. A second stumbling block is „a focus on the
scope of a Blend‟. Sometimes, when designing a Blended Learning environment, the focus
lies on the scope of the Blend (e.g. 25% online and 75 face-to-face; or a reduction of x% of
class time). Whereas the purpose of the Blend (improved convenience or access, increased
productivity or improved pedagogy) and nature of the Blend (how the Blend is being used in
an educational context) are far more important considerations. A final stumbling block is that
efficiency and productivity are given too much consideration at the expense of the goal of
effective pedagogy. Graham and Robison (2007) state that technology should be used
exclusively to increase productivity if this in turn frees up time and energy for the faculty or
students to dedicate to more active and innovative face-to-face experiences. The question if
Blended Learning environments will achieve to transform higher education remains
unanswered. It is however clear to Graham and Robison (2007) that faculty should be made
aware of the transformational potential of Blended Learning.
4. 2. Lifelong Learners and their Needs: Increased Access and Tailor made Instruction
Blended Learning is a promising concept for higher education. It can be promising to provide
education for lifelong learners. In this part we provide a definition of lifelong learning. Also,
the increased demand for lifelong learning in society and participation rate of lifelong
learners in higher education will be addressed. Finally, we will attempt to make up a profile
of lifelong learners.
2.1. Lifelong Learning
Boeren and Nicaise (2009) endorse the statement of English (2005) that lifelong learning is a
vague concept that gives rise to different interpretations. They choose to describe lifelong
learning as: the extra learning activities that people undertake the end of the initial learning
career. This definition includes for Boeren and Nicaise (2009) three forms of learning which
are documented in literature: (a) the formal learning that takes place in institutionalized
contexts such as schools and training institutions. After successful completion of this training
the participant receives a certificate or diploma; (b) Non-formal learning that takes place in
an institutionalized context but for which no diplomas are awarded; (c) informal learning that
takes place spontaneously in everyday life and often occasionally and non-intentionally.
However, lifelong learning is not just a simple summing up or integration of traditional
education programmes and modern learning opportunities. The lifelong learning approach
includes fundamental differences in educational content and perspectives: while traditional
educational institutions have been primarily concerned with transmitting knowledge, modern
learning opportunities and the lifelong learning approach put emphasis on the development of
individual capabilities and personal learning competencies. At the heart of the lifelong
learning concept is the idea of enabling and encouraging people „to learn how to learn‟ (CEC,
2002). Lifelong learning focuses on the development of individual capabilities and the
personal capacity to learn; it implies a shift from traditional education institutions to a diverse
field of traditional and modern learning opportunities that are more process and outcome
oriented and have a modular structure; responsibility for education and learning shifts to the
individuals‟ themselves (Badescu and Saisana, 2009).
2.2. Increasing Demand for Lifelong Learning and Participation Rate in Higher
Education
Our society is characterized by an increasing demand for lifelong learning (Couttenier, 2007;
Brown et al., 2007), several causes illustrate this: our rapidly changing knowledge society
demands a growing need for retaining knowledge and skills through education; an initial
diploma quickly loses value by the erosion of knowledge; a diploma no longer offers lifelong
guarantee for proper functioning in the labour market, but is rather a start qualification (Baert,
2000 in Couttenier, 2007). Due to a shortage of human capital, because of aging in society,
certain jobs fail to be filled in (De Lathouwer et al., 2006 in Couttenier, 2007). Due to this
growing demand for continuing education various organisations have placed lifelong learning
high on the agenda e.g. the Ministry of Education in Flanders (Belgium), UNESCO,
Organisation for Economic Cooperation and Development (OECD), Vlaamse onderwijsraad
(VLOR), European Union (EU), World Bank and the International Labour Organization
(ILO) (Couttenier, 2007). A key challenge for the EU in the upcoming period is to face the
mismatch between skills levels and jobs requirements and the opening up of flexible learning
pathways to ensure that the work population gets up skilled. Higher Educational Institues
(HEI‟s) are encouraged to reform themselves in order to adapt their learning provision. The
5. 2012 Annual Growth Survey stresses that education and training systems have to be
modernized to reinforce their efficiency and quality and to equip people with the skills and
competences they need to succeed on the labour market (Flllex consortium, 2012).
Higher Educational Institutes play an important role in implementing the strategic framework
for European cooperation in education and training (ET 2020). The first strategic objective in
ET 2020 “Making lifelong learning and mobility a reality”, for example, not only calls for “a
lifelong approach to learning and for education and training systems which are more
responsive to change and more open to the wider world” but also for “the establishment of
more flexible learning pathways — including better transitions between the various education
and training sectors, greater openness towards non-formal and informal learning, and
increased transparency and recognition of learning outcomes. In order to do this, HEI‟s need
to be open for cooperation on all levels; with national government, with other HEI‟s and
other educational levels (VET) and with social partners, particularly employers.
Different bodies have stressed the importance of lifelong learning in our society. However,
effective participation of adults in various forms of lifelong learning Belgium remains low
(De Rick, 2003 in Couttenier, 2007; Boeren & Nicaise, 2009). Table 1 below outlines key
statistics in relation to education and training in Belgium1: adult participation in Belgium for
lifelong learning was 6.8% in 2008, the EU average at that moment was 9.5%. Belgium is
one of the few countries in the European Union where participation rates in lifelong learning
have declined significantly in the last few years (Flllex consortium, 2012).
Table 1: Key statistics in relation to education and training in Belgium (Flllex
consortium, 2012).
Belgium EU Average EU
Benchmarks
2000 2008 2000 2008 2010 2020
13.8% 12.0% 17.6% 14.9% 10% 10%
Early leavers from education
and training (age 18-24)
Higher Education 35.2% 42.9% 22.4% 31.1% - 40%
attainment
(age 30-34)
8.6%2 6.8% 8.5% 9.5% 12.5 15%
Adult participation in %
lifelong learning
(age 25-64; 4 weeks period)
Investment in Education 6.0%3 6.0% 4.91% 5.05%4 - -
(Public spending on educ, %
of GDP)
Source: CEC, 2009
1
Please note that levels of Participation in Lifelong Learning are measured at European level through the
Labour Force Survey and breakdown of performance among the three communities in Belgium is not given.
2
= 2004
3
= 2001
4
= 2006
6. 2.3. Life Long Learners in Higher Education: who are they?
We refer to lifelong learners here as students in formal HEI‟s who often combine work and
study. It is difficult to draw up a clear profile of students with a job in Flanders because of
differences in background and motivation (Couttenier, 2007). There is a large variation in age
(basically from 18y to 65y). Students with a job are often very motivated and strongly
interested. But, the origin of their motivation can be quite different. Generation students often
study to obtain a diploma or to refresh their knowledge while older students with a job study
more out of interest. Furthermore, there is a big difference in workload. Certain students with
a job have full-time jobs while others take a career break. Some have children, others don't.
Some have no diploma of secondary education while others already have a master's degree.
Usually they have to finance their studies themselves and therefore realize what they have to
lose. They are, because of their higher age, often more self-confident than generation
students. Because they also have other social roles, they organize their study more
strategically. Time management is essential to succeed (Couttenier, 2007). Unlike some
generation students they focus primarily on studying rather than on other e.g social activities.
Their professional experience leads them to approach learning content in a more critical and
in a more practical way (Van de Mosselaer et al., 2006 in Couttenier, 2007). Rates for study-
success are often higher among students with a job (Hartley and Trueman, 2003 in
Couttenier, 2007).
However, students with a job also face problems. Participation in higher education is often
'an assault on the identity' (Couttenier, 2007). For some, it is a challenging experience. The
problems situate themselves at an economic, educational and/or social level. Firstly, the
financial situation is crucial, for students who are responsible for direct costs (e.g. tuition fees
and study material) and indirect costs (e.g. childcare and reduction of working hours). On an
educational level they are sometimes confronted with courses that seem irrelevant or
contradict their own professional experiences. Courses can also be very theoretical with little
practical examples from the working atmosphere. Furthermore, inconveniences can occur due
to the limited opening hours of administrative services and libraries. Especially older students
can be faced with a lack of ICT knowledge. Students with a job often have little time for
tasks and group assignments. Pride may sometimes prevent students from searching for help
e.g. in connection with study choice, learning skills. Thirdly, the combination of work,
studying and family and social life can be very challenging. Lack of time can lead to drop
out, social isolation or relation and health problems (Bowl, 2003 in Couttenier, 2007).
Students with a job are forced to cope with new and changing roles which is a stress factor
(Goodman et al., 2006 in Couttenier, 2007) Also relationships with friends and family change
due to studying. Shown support by friends and family might be less than expected or entirely
missing.
These findings are supported by a recent survey of working students in professional higher
education in 8 European countries (FLLLEX 2012): The students are (rather) satisfied with
the personal contact with students (90%) and teachers (81%) as well as with the professional
knowledge of the teachers (80%). However, the respondents would like to have more
flexibility when job-related requirements increase, as well as timetable adaptations for
employed students (40% each).
2.4. Blended Learning, Life Long Learners and Multicampus Education
By offering Blended Learning courses, HEI‟s could contribute to a solution to the above
mentioned problems that part-time (working) adult students face when participating in formal
7. higher education. If less presence (classroom time) is required of students and if this is no
longer bound to fixed time and location it allows them to better combine their study with
other commitments which are imposed by a professional and/or family context. Blended
Learning for this target group is consequently aimed to more flexibility for students in
planning their learning activities. This increase of flexibility may cut drop-out rates and
provide better accessibility to higher education for non-traditional students.
It is important to stress however that Blended Learning can only be successful if sufficient
Blended courses are offered in an institution and when the learning environment is designed
to meet educational and/or social needs of lifelong learners., as reflected in the broader
definition of Blended Learning: a good blend is a mix of study materials, work forms and
learning activities that contribute to the realization of the objectives, which motivate and
challenge the students to show the best of themselves.”(Vandeput, 2011: p.1.11).This
description implies a full blown re-design of the learning environment.
However, designing such a tailor-made Blended Learning environment involves a lot of
effort (know-how as well as time and costs) for the HEI. Given the low participation rates of
lifelong learners in higher education in Flanders, it is unlikely institutions will consider
redesigning any, if enough, courses to increase accessibility for lifelong learners.
Multicampus education, an important spearhead of KU Leuven Association policy, might
provide an answer to his. Institutions can choose to combine resources (staff and
infrastructure) to design tailor made learning environments for lifelong learners. Several
institutions could through collaboration provide entire curricula for lifelong learners. This
cooperation can be both national and international, since the e-learning part of Blended
Learning accounts for distance education.
Joint development of Blended Learning in a multicampus context will not only cut costs but
may provide valuable good practices across institutions and strengthen partnerships. This is
in line with the EU-policies on lifelong learning (e.g. as proposed in the Erasmus for all
programme - http://ec.europa.eu/education/erasmus-for-all) that explicitly call for ..”
Institutional cooperation between educational institutions, youth organisations, businesses,
local and regional authorities and NGOs, to encourage the development and implementation
of innovative practices in education, training and youth activities, and to promote
employability, creativity and entrepreneurship.”
(http://europa.eu/rapid/pressReleasesAction.do?reference=MEMO/11/818&format=HTML&
aged=0&language=EN&guiLanguage=en)
Multicampus education within KU Leuven Association is defined as „education that is
designed, offered, supported and/or assessed between two or more geographical sites‟.
3. Some implications for Blended Learning for Lifelong Learners in a Multicampus
Context
Considering implementation of Blended Learning has a lot of implications for lecturers and
institutions. Covering all falls beyond the scope of this article, we would, however, like to
highlight three implications of Blended Learning in a multicampus context: new teaching
roles for lecturers, open educational resources (OER) and the issue of quality control.
8. 3.1. New teaching roles for lecturers
Kaleta, Skibba & Joosten (2007) indicate that implementing Blended Learning has
implications for the role of the lecturer. They interviewed lecturers who implemented a
Blended Course in their learning environment and asked if this changed their role compared
to the role they had in a traditional learning environment (classroom context). The responses
fall within the developed framework of Bergé (1995). Table 2 gives an overview of the
changing roles based on that framework. Teachers will not only be forced to fulfill new roles,
the roles they will have to perform will also vary as one progresses through the courses. New
teaching roles imply that institutions should adapt job profiles accordingly.
In a multicampus context it is important to determine to what extent you will create or
achieve collaboration: e.g. will lecturers combine efforts only to design courses? And, will
the developed course be implemented in each of the collaborating institutions or will they
organize and manage the implemented courses in a joint effort.
Table 2: Overview of the different roles for lecturers in a Blended Learning
environment (Kaleta, Skibba & Joosten (2007), based on Berge (1995))
lecturers roles in a Description Components
Blended Learning
environment
Pedagogical Course design and Design the course structure, create learning
teaching activities, integrate face to face and online
activities, facilitate discussion, provide content
and resources, offer guidance and constructive
criticism, ask questions, conduct assessments
Social Develop a Personalize communication, provide timely
collaborative feedback, build a climate of trust, provide
community of confidentiality guidelines, display empathy,
learners humanize instructor-student and student-
student interactions, use humor
Managerial Oversee course Schedule activities and class meetings, set due
structure and dates, coordinate assignments, assign group
coordinate tasks and student roles, present clear expectations
and instructions, manage grading, and clarify
course policies
Technological Manage and support Utilize a course management system to
course technology organize course content and learning
activities, assist students with technology
issues, orient students to course technology
9. 3.2. Copyright, Creative Commons and Open Educational Resources5
The growing demand for higher education and the on-going rollout of ICT infrastructure have
created unique challenges and possibilities for HEI‟s in an era of tight resources. It has
become increasingly important for educational institutions to support, in a planned and
systematic manner:
• development and improvement of curricula and learning materials;
• on-going programme and course design;
• organisation of interactive contact sessions with and among students;
• development of quality teaching and learning materials;
• design of effective assessment tools for diverse environments; and
• links with the world of work.
Open educational resources can make a significant contribution to these processes. Open
educational resources (OER) are materials used to support education that may be freely
accessed, reused, modified and shared. When HEI‟s decide to cooperate in designing learning
environments, copyright issues are likely to emerge: e.g. who will hold intellectual rights
over developed courses, who will be allowed to adapt course materials. Open licences have
emerged in an effort to protect authors‟ rights in environments where content (particularly
when digitised) can easily be copied and shared without permission. Open licences seek to
ensure that copying and sharing happen within a structured legal framework that is more
flexible than the automatic all-rights-reserved status of copyright. They allow permissions to
be given accurately, while releasing the restrictions of traditional copyright. OER are part of
this process. They allow for more flexibility in the use, reuse and adaptation of materials for
local contexts and learning environments, while allowing authors, and institutions, to have
their work acknowledged.
However, OER do not automatically lead to quality, efficiency and cost-effectiveness; much
depends on the procedures put in place. The transformative educational potential of OER
depends on:
1. improving the quality of learning materials through peer review processes;
2. reaping the benefits of contextualisation, personalisation and localisation;
3. emphasising openness and quality improvement;
4. Building capacity for the creation and use of OER as part of the professional
development of academic staff;
5. serving the needs of particular student populations such as those with special needs;
6. optimising the deployment of institutional staff and budgets;
7. serving students in local languages;
8. involving students in the selection and adaptation of OER in order to engage them
more actively in the learning process; and
9. using locally developed materials with due acknowledgement.
The transformative potential of OER also includes the benefits of sharing and collaborating
among institutions and countries, and the creatively disruptive role of OER in opening up
new educational models.
5
This part is a derivative of “Guidelines for Open Educational Resources (OER) in Higher Education” by
Commonwealth of Learning (COL) (2011) http://www.col.org/PublicationDocuments/Guidelines_OER_HE.pdf
CC-BY-SA (share alike with attribution)http://creativecommons.org/licenses/by-sa/3.0
10. 3.3. Quality Control
Blended Learning can be considered for several reasons: increasing accessibility, cost
effectiveness and improved pedagogy. Shea (2007) stresses that if the quality of education
after implementation is not equivalent, or better, than the quality before all efforts have been
in vain. The Sloan Consortium (Sloan-C) aims to support organisations in their effort to
continually improve the quality of the education provided. To achieve this a framework that
can be taken as a starting point to look at Blended Learning environments was elaborated
(Moore, 2005). It can be used by HEI‟s or quality assurance and quality improvement. The
system is based on five pillars of quality: (1) learning effectiveness, (2) student satisfaction,
(3) faculty satisfaction, (4) Access, and (5) cost-effectiveness and institutional commitment.
Institutions are challenged to choose what indicators can be used and how they can be
measured for purposes of quality control of the provided education.
4. Summary and Conclusion
It seems that research has been unable to provide a sound and widely accepted definition of
Blended Learning. Nevertheless the term 'Blended Learning' is increasingly used to refer to a
combination of face-to-face learning experiences and on-line learning. Defined this way the
term describes an instructional approach rather than a learning approach and is seen primarily
to facilitate access to education. Technology should not merely be seen as a tool for accessing
and disseminating information. Nor should it be considered just for cost and resource
effectiveness purposes. Technology should be used to allow learning experiences that would
be difficult or impossible without the use of technology. Only then can Blended Learning
reach its full potential to transform education and evolve from a transmission based model
towards a more active learning pedagogy. Faculty should be made aware of the
transformational potential of Blended Learning and to view technology not merely as a tool
for accessing and disseminating information.
Changes in our society have increased demand for lifelong learning. Blended Learning seems
promising to meet the needs (educational, economic and social) of (adult) lifelong learners.
By implementing sufficient Blended Learning courses institutions can enhance access to
education. Moreover institutions can enhance cost and resource effectiveness. However,
technology should be used exclusively to increase productivity if it in turn frees up time and
energy for faculty or students to dedicate to more active and innovative face-to-face
experiences.
Within the MuLLLti-project (Multicampus education for lifelong learners) a framework will
be developed to redesign existing courses into appropriate blends to meet the needs of
lifelong learners and the current vision on learning. Blended Learning will only be truly
successful if it aims at improving pedagogy by moving from an information transmission
model towards a pedagogy tailored to meet the needs of (lifelong) learners. Hence, it should
meet the fundamental characteristics of effective learning environments: (1) active
engagement, (2) participation in groups, (3) frequent interaction and feedback, and (4)
connections to real world contexts.
Participation rates for lifelong learners are low in Belgium and Flanders. It is therefore
unlikely that HEI‟s will be able to redesign any, if enough, courses to increase accessibility
for lifelong learners. Multicampus education can provide an answer to this. In a multicampus
approach for Blended Learning design, HEI‟s cooperate and combine resources to design
tailor made courses or even provide entire curricula for lifelong learners.
11. Within MuLLLti four institutions of higher education will join resources. Three departments
will be involved: Business Management, Social Work and Teacher Education. Teaching staff
within each of these departments from will collaborate to redesign three courses into blends
for lifelong learners.
Beside the advantages of multicampus education, HEI‟s will also face new challenges, three
of them are highlighted in this article: the changing roles in teaching for lecturers, the need
for creative commons and open educational resources to solve copyright issues and ways of
quality control of the implemented Blend. Each of these challenges will have to be addressed
within MuLLLti.
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