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This article will attempt to convince the reader that a blended learning approach, where an online course is supplemented by one or more classroom sessions along with several other potential delivery methods, has the greatest potential for a strong learning outcome and student satisfaction. The artic|e's contents are largely based on this author’s experience teaching a hybrid class at California State University, the research he did for his doctoral dissertation, along with an article he wrote for the Wilberforce University Faculty Journal.
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Presentation at CSWE APM Conference in Portland Oregon October 17, 2010. Contact Jo Ann Regan at joannr@mailbox.sc.edu if you want a copy emailed to you.
This article will attempt to convince the reader that a blended learning approach, where an online course is supplemented by one or more classroom sessions along with several other potential delivery methods, has the greatest potential for a strong learning outcome and student satisfaction. The artic|e's contents are largely based on this author’s experience teaching a hybrid class at California State University, the research he did for his doctoral dissertation, along with an article he wrote for the Wilberforce University Faculty Journal.
Best practice strategies for online teaching cswe apm 2010Jo Ann Regan
Presentation at CSWE APM Conference in Portland Oregon October 17, 2010. Contact Jo Ann Regan at joannr@mailbox.sc.edu if you want a copy emailed to you.
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.
#ForOurFuture18 UL System Conference Presentation: Online Learning - Current ...Luke Dowden
Two veterans of online learning will share their thoughts on the current state and the future of online learning. Chief online
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grants, and research. By sharing their experiences and insights into the current challenges and future state of online
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This presentation, Current Trends in Education Programs, will review training, learning & development, as well as their latest trends, methods, and technologies employed in each methodology.
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KEYWORDS: Apps, Chemistry, Blended learning, Integrated learning, Pedagogy, Technology.
#ForOurFuture18 UL System Conference Presentation: Online Learning - Current ...Luke Dowden
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learning officers face ongoing challenges growing, sustaining, and innovating online programs. Now that online learning
has entered the mainstream, what is its future? What fads will fade? What trends will be sustained? The audience will be
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infrastructure, faculty support, course design, quality assurance / quality control, organizational structures, funding and
grants, and research. By sharing their experiences and insights into the current challenges and future state of online
learning, the presenters will discuss strategic and operational approaches to navigate current and future realities of online
learning. Credit to Dr. Darlene Williams for content on Future Opportunities and Context.
This presentation, Current Trends in Education Programs, will review training, learning & development, as well as their latest trends, methods, and technologies employed in each methodology.
How technology impact children’s development in schoolstarunwebglaze
When technology is blended into education, learners at schools are required to be more involved in the subjects they are studying. Technology offers various possibilities to make studying more enjoyment and pleasant in terms of teaching the same things in innovative methods. If you are wondering how technology impacts children’s development in schools then here is a complete guide for you. The schools are now realizing the requirement of integrated the appropriate quantity of technology in the learning system.
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The flipped classroom model reflects the paradigmatic shift taking place within medical education from educator-centered to student-centered instructional strategies. Learn how to implement a flipped classroom approach, and specifically the benefits of using digital platforms.
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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.
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Today‘s E-learning takes what worked from earlier versions of distance learning (such as video conferencing) and combines it with new Web technologies, to provide richer, more dynamic learning experiences than ever before.This white paper will discuss the evolution of online, on-demand learning and what to look for when designing or purchasing E-learning programs for your organization. Through case examples, it will also provide training and development professionals with ideas about how to apply on-demand learning in their workplaces to meet strategic objectives and succeed in today‘s fast-paced global marketplace.
(21)Utilizing Case Study Analysis in Online LearningJean An.docxaryan532920
(
21
)Utilizing Case Study Analysis in Online Learning
Jean Ann French, DBA
City University of Seattle
School of ManagementAbstract
There are quality learning theories and pedagogies that attract and retain online adult learners using case-based learning as the course design. Proven practices for undergraduate and graduate level business management studies are identified along with the challenges that are presented by the online environment. Recommendations are made for instructional design and approaches to successfully engage adult learners in a relevant manner for real-life application of business management concepts and learned skills. Introduction
When Harvard Business School initially formed, it was determined that text books were not sufficient for instruction at a more advanced level in the graduate school. The problem was resolved by having faculty interview corporate professionals and record the cases they presented (Copeland, 1954). As the practice developed, various learning objectives were identified which led to the Harvard Business Review series being developed and used as a supplement to text books. Other institutions that publish cases include the Richard Ivey school of Business, the Darden School at the University of Virginia, INSEAD, and the European Case Clearing House.
A program-level case study was conducted as a review of case-based learning practices for an online MBA program by Lee, Lee, Liu, Bonk, and Magjuka (2009). These authors believe that the field of business requires multifaceted practices for real-world problems as much, or more than, any other field. A business school expects that application skills and knowledge available to students will be comparable to the skills and knowledge possessed by business professionals. Therefore, creating learning experiences where knowledge can be acquired, organized, and applied is critical. Case-based learning facilitates learning and real-world applicability, a primary concern in the field of business education.Background
Case study analysis is a methodology that has been supported by theorists for more than 100 years. Vygotsky and Dewey were the founding fathers of “learning by doing,” which became the foundation of problem-based learning (PBL) and constructivism. Case analysis is used in the social and human sciences for study and research. Case study analysis was popularized in business schools by Harvard and is an effective way to learn strategic management and business assessment (Copeland, 1954). The foundation theories and the dynamics of learning facilitation for the adult learner need to be examined to better understand successful instruction of case study analysis.
Ruey (2010) conducted a case study in constructivist strategies for adult online learning. His study included the following theories of constructivist learning:
· Dewey (1938) believed that individual development is dependent upon the existing social environmental context and argued th ...
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The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
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Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
How to Create Map Views in the Odoo 17 ERPCeline George
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Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
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Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
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How to Make a Field invisible in Odoo 17Celine George
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Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
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The French Revolution Class 9 Study Material pdf free download
Part 1 challenges presentation (josmar borg)
1. THE CHALLENGES OF INTEGRATING
ONLINE LEARNING WITH FACE-TO-
FACE TEACHING AND LEARNING.
EDU5647: Learning through Collaboration and Sharing 1: Models, Skills and Tools
Borg Josmar
2. Blended Learning ...WHY??
Blended learning, the teaching practice that combines face-to-face
and online learning teaching methods.
The necessity of such an emerging teaching method is, especially,
contributed to the fact that as McLeod, S. et al. (2009) captivatingly shown,
we are living in a word which is dominated by economic, technical, cultural
and social change ….see video
Button, L. (2011) explained how blended format:
Has been used in both corporate and academic circles;
Has been “one of the top ten trends to emerge in the knowledge delivery industry” as
claimed by The American Society for Training and Development (Rooney, 2003);
Is “the single-greatest unrecognized trend in higher education today” (Young, 2002).
3. The need for Blended Learning!
This is important as the 21st century environment has brought new norms
and as Prensky, M. (2001) stated “…our students’ brains have physically
changed" and so should our teaching pedagogy.
All this change incurred the need of a new educational paradigm. So, there
is the urge to emphasize more on ‘producing learning’ rather than
‘delivering instruction’.
That is why we should move away from the idea of the school being the
solely learning place to the school being “an important part of the learning
continuum” . Casap, J. (2013)
4. Blending Learning Typologies
The Blended Learning Environment (BLE) can have different implementation models ranging
from:
These two ends of the Blended Learning spectrum might not represent the ideal learning
scenario as it does not get “the best out of both worlds” (Graham, C. R., Allen, S., & Ure, D.,
(2005).
Classroom instructions
that include online
resources, with limited
or no requirement for
the students to be online
Fully online curriculum
with options for face to
face instruction
5. Blending Learning Typologies
The model to be used is subjective to what’s the best combination of modes for the
learning needed at hand, while considering certain drawbacks such as budget, time,
distance and the context.
Various research and case studies show different models applied by higher education
institutions but according to Eduview (2009), “Today, the bulk of blended learning extends
and enhances face-to-face instruction, as shown in Models 3-5 in the continuum.”
6. Challenges to integrate BLE
Looking at how to teach, not just what to teach.
Solution: It is pertinent to design a flexible learning program, rather
than a fully structured one so as to give space for the students to
express their creativity and learn at their own pace.
The program design should be critically analyzed as to what parts may
require face-to-face time and others that requires online
communication.
Thereafter, gathering feedback and be flexible to change is a must to
further enhance the learning experience.
7. Challenges to integrate BLE
Resistance: Educators resist BLE because they "teach as they
are taught" (Gardiner, 1998). BLE should reflect a change in the
teaching pedagogy and the educators’ role. And so, learning
courses and curricula should be redesigned to reflect such a
shift in the teaching process
BUT: Higher education professors will not sacrifice their research time
to change curricula and pedagogy which deem not directly beneficial
for them, thus they keep on using the traditional way of lecturing
8. Challenges to integrate BLE
Finding the Right Blend: It is a important to identify the instructional
strategies that match well with the conditions within online and face to
face learning environment.
It is a complex challenge because it relates to achieving the right blend, both from a
learning and cost-effective standpoint.
Time Commitment: more time is needed for the development of a
Blended Learning course and the weekly administrative duties that are
required.
BUT: Vaughan (2007, p.88) commented that this time consuming practice, eventually,
results in improving the learning environment for both students and teachers.
9. Challenges to integrate BLE
Student Centred Design: Those designing a Blended Learning
course must keep in mind that at the heart of the course there is the
student.
What might seem as the most natural way of doing things might not be the
most practical, especially for the student.
Griffin et al. (2007) narrates a case where all resources for a BLE were put
online. But due to challenges in technological use, technological orientation
to the teaching pedagogy as well as cost factors, some students omitted from
downloading the resources and others from doing the necessary readings in
preparation for face to face tutorials. It was concluded that there should be
adequate support for a successful blended learning experience.
10. Challenges to integrate BLE
BLE is not a solo Activity: Adequate support is needed before (through
professional development) and during the course design.
During the design stage, teachers must work collaboratively, together with IT
specialists, to understand what can work online and what is not practical.
Ensuring all the elements are coordinated: Students may feel they are
left alone without proper guidelines so as to ensure that they are on the
right track.
Solution: A visual course map on a course Website can help participants get
organized. This should include the suggested schedule for self-paced work and also all
of the links for content, virtual classroom, and materials. Moreover, contact
information for the educator and technical support should be easy to find on for ease
of trouble shooting
11. Challenges to integrate BLE
Varied feelings: Blended Learning, may not be suitable for all students as
technology may instill enthusiasm to some but fear to others. Therefore,
educators must ensure that students can successfully use the technology.
Solution: Avoid from introducing all of the available technologies at once, and use the
simplest technology possible to make your point. Also, support should be available for
each technology and the educator has the answers to the most common problems.
Independent Students: Distance learning requires that students are self-
motivated, able to manage time in a virtual environment and be
independent in their learning process.
First time students may not be able to independently adapt to such characteristics.
Students should have a positive and practical mindset and remove the ill-perceived
notion that fewer classes mean less work.
12. Challenges to integrate BLE
Communication Cues: Technological tools are great tools for collaboration
that goes beyond face to face, traditional way of teaching towards a more
student-centered learning experience.
However: it hides certain communication cues (facial expression, voice inflections
etc…) that can develop misunderstandings and portray a variant picture of the actual
discussion.
Create a sense of community: Students feel a sense of belonging and
commitment and that all members are valued.
According to Rovai & Jordan (2004), "students who feel they do not fit in and have low
sense of community tend to feel isolated and are at-risk of becoming dropouts“
13. Challenges to integrate BLE
Assessment methods: Assessment is one of the critical success factors to
overcoming this challenge. And so results should be monitored, tracked,
and used to ascertain that all requirements have been met.
When designing learning programs, the focus should not be on the technology
implementation only but also on the actual design which includes the appropriate
content and methods of assessment.
Assessment has to be integrated seamlessly into the content, and not simply a one-off
activity at the end of the course.
Traditional online assessment methods, such as multiple choice questions, assess the
students for knowledge retention only. But in a well-structured online environment,
students are not simply passive learners, but active participants. Hence, the
assessment methods employed must also reflect the skills that are employed in a BLE.
14. Challenges to integrate BLE
Culture Barriers: There are cultural barriers for both learners and
instructors that must be overcome in order to use BLEs.
The online part of BLEs require a large amount of self discipline on the part of the learners
because learning in that setting is largely independent .
As Collis (2003) showed, currently, the institutional culture allows for student dropouts and
don’t necessarily require the learners to have the discipline to finish an online course.
The culture of the institutions must change to reflect a certain degree of persistence in order
for BLE to be highly successful,
Organizational and management support: In higher educational, institutions may hesitate
to try blended approaches because they are not sure that they have departmental support or
that it fits into the culture of the department or greater institution (Hartman et al., 1999).
Management support is essential for educators because they have a large influence on the
institution culture, which will then reflect on the students’ attitudes and perception of the
course.
15. Conclusion
Over the past decade, with the increased availability of technology and network
access, the use of BLE has steadily grown. The integration of technology in
education will continue to impose new questions and further research so as to
mitigate the dilemmas and the challenges imposed by new course designs.
While considering the amalgamation of technology with the teaching practice, it’s
necessary to be thoughtful about designing the BLE, so as to consider the
challenges that both the institutions and the students can come across in order to
enhance the learning experience and the success rate.
As Junaid (2012) stated “it’s certainly an exciting time to exist in the tech-education
space, and we’re happy to be looking at it and partaking in it from the inside”
16. References
Collis, (2003). In Benefits and Challenges of Blended Learning Environments. What When & How: In depth tutorials of
information. Retrieved 14/03/13 from http://what-when-how.com/information-science-and-technology/benefits-and-
challenges-of-blended-learning-environments/
Casap, J. (2013).Unleashing the power of the Web in Education. Work Seminar at BETT Fair 2013, London.
(http://www.jcasap.com/)
Eduviews (2009). Blended Learning: Where Online and Face-to-Face Instruction Intersect for 21st Century Teaching and
Learning. K12 perspectives.com. Retrieved 04/03/13 from http://www.k12perspectives.com/blended_learning.asp
Graham, C. R., Allen, S., & Ure, D. (2005). Benefits and Challenges of Blended Learning Environments. In M. Khosrow-
Pour (Ed.), Encyclopedia of Information Science and Technology (pp. 253-259). Hershey, PA: Information Science
Reference. Retrieved 07/03/13 from http://www.igi-
global.com/viewtitlesample.aspx?id=14246&ptid=361&t=benefits+and+challenges+of+blended+learning+environmen
ts
Griffin, T. & Thomson, R. (2008). Evolution of blended learning in a large enrolmentsubject: What was blended and
why? In Hello! Where are you in the landscape of educationaltechnology? Proceedings ascilite Melbourne
2008.http://www.ascilite.org.au/conferences/melbourne08/procs/griffin.pdf
Hartman et al. (1999). In Benefits and Challenges of Blended Learning Environments. What When & How: In depth
tutorials of information. Retrieved 14/03/13 from http://what-when-how.com/information-science-and-
technology/benefits-and-challenges-of-blended-learning-environments/
Junaid (2012). The Rewards and Challenges of ‘Blended Learning’. Citylighter. Retrieved 13/03/13 from
http://blog.citelighter.com/?p=125
17. References
McLeod, S. et. al. (2009). Did you know 4.0. Retrieved [23/02/2013] from
http://www.youtube.com/watch?v=6ILQrUrEWe8
Prensky, M. (2001).Digital Natives Digital Immigrants. On the Horizon: MCB University Press, Vol. 9 No. 5)
Rovai, A. P. And Jordan, H. M (2004). Blended Learning and Sense of Community: A comparative analysis with
traditional and fully online graduate courses. Regent University, USA
Rooney, J. E. (2003). Blending learning opportunities to enhance educational programming and meetings.
Association Management. Retrieved 04/03/13 from
http://www.thefreelibrary.com/Knowledge+infusion%3a+blending+learning+opportunities+to+enhance...-
a0101614884
Schwartz, Daniel L., &Arena, D. (2013).Measuring what matters most: choice-based assessments for the
digitalage. The MIT Press Cambridge, Massachusetts, London, England.
Vaughan, N. (2007). Perspectives on blended learning in higher education. International Journal on ELearning,
6(1), 81-94
Young, J. R. (2002, March 22). “Hybrid” teaching seeks to end the divide between traditional and online
instruction Chronicle of Higher Education. p. A33. In Button, L. (2011). The Hybrid/Blended Learning
Environment. University of Colorado at Colorado Springs 2011. Retrieved 06/03/13 from
http://www.uccs.edu/Documents/tlc/Online%20Teaching/hybridresources/Buttonshybrid.pdf