Dissertations / Theses on the topic 'Blended learning model'
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Chew, Esyin. "A blended learning model in higher education : a comparative study of blended learning in UK and Malaysia." Thesis, University of South Wales, 2009. https://pure.southwales.ac.uk/en/studentthesis/a-blended-learning-model-in-higher-education(34470b43-d024-47cd-9d67-b88bdc46bcc9).html.
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Blended learning, involves the combination of two fields of concern: technology and education; or two groups of people: technologists and educationists. However, current literature shows less consideration on the potential disciplinary gap in the blended learning experience, as a result there is a paucity of evidence from cross-country/institutional/disciplinary investigations. This study aimed to explore, analyse and compare the blended learning experience in higher education. The research is reflected in 3 questions: (1) What are the current blended learning experiences in the selected higher educational institutions? (2) How such experience varies in different disciplines? (3) What are the reflections on the comparative experiences in (1) and (2)? The qualitative case study with comparative methods was used to obtain in-depth findings for these research questions. I visited 4 universities in two countries and sampled 51 research participants’ voices from contrasting disciplines. With these voices, I thoroughly discussed individual case studies, followed by a cross-case and cross-discipline comparison. These findings enabled insights to be drawn on a major argument: blended learning did enable and enhance learning experiences in all case studies but disciplinary differences remain a major challenge. The analysis shows that academics from science-based disciplines have an advantage at the instrumental level of technological usage without transforming learning experience; social science-based academics, due to their disciplinary nature, have embedded technology in wider trans-technical aspects that would enhance and transform learning and teaching. In the context of blended learning, I would argue that learning has not been enhanced (1) if the technology is the sole focus; (2) if the research effort of “technology enhanced learning” does not gain ground in educational theories and (3) does not recognise the disciplinary differences. Arising out of these findings, I proposed a blended learning model that indicates the boundary of the current literature and research findings, and a blended learning definition - an educational-focused process to enhance and transform f2f learning with the blend of technology in a symbiotic relationship. It is necessary for educationists and technologists to establish such a symbiotic relationship and the inter-disciplinary integration and discourse, that may impact on the individuals’ practice beyond their own disciplinary territory.
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Pérez, Sanagustín Maria del Mar. "Operationalization of collaborative blended learning scripts: a model, computational mechanisms and experiments." Doctoral thesis, Universitat Pompeu Fabra, 2011. http://hdl.handle.net/10803/38360.
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Portable and interactive technologies are changing the nature of collaborative learning practices. Learning can now occur both in and beyond the classroom and furthermore combine formal and informal activities monitored and orchestrated across spatial locations. This rises to a new type of orchestrated learning that we term Computer Supported Collaborative Blended Learning (CSCBL) scripts. This thesis investigates the challenges associated with the design of CSCBL scripts and with the technologies responsible for their enactment. Three contributions are presented. First, a conceptual model that combines 4 factors to be considered in the design of CSCBL scripts. Second, technological solutions operationalizing the aforementioned factors are proposed and evaluated through synthetic experiences. And third, four CSCBL experiments using 4SPPIces. These experiments are analyzed into two interrelated multicase case studies, whose cross-analyzed results provide an evaluation of the model, of the operationalization solutions supporting the enactment of the involved CSCBL scripts and of the educational value of the experiences themselves.La introducción de tecnologías interactivas y móviles está produciendo un cambio significativo en la naturaleza de las prácticas educativas. Actualmente, el aprendizaje mediante colaboración se puede dar en situaciones en que secuencias de actividades formales e informales dentro y fuera del aula se combinan e integran de forma coordinada. Esto da lugar a un nuevo tipo de actividades de colaboración orquestadas en entornos mezclados que llamaremos guiones CSCBL (de su acrónimo en inglés). Esta tesis investiga los retos relacionados con diseño de los guiones CSCBL y de la selección apropiada de la tecnología para su puesta en marcha. De este trabajo de investigación se derivan tres contribuciones principales. Primero, se propone un modelo conceptual que combina 4 factores a tener en cuenta en el diseño de guiones CSCBL. Segundo, se proponen un conjunto de soluciones tecnológicas para dar soporte computacional a los diferentes factores del modelo y dar apoyo a la puesta en marcha de guiones CSCBL. Cada una de estas soluciones se evalúa mediante experimentos sintéticos. Finalmente, esta tesis presenta tres experimentos en que se usa el modelo para proponer actividades de colaboración en entornos mezclados y aplicarlas en entornos reales. Estos experimentos han sido evaluados mediante dos estudios múltiples de casos. El análisis cruzado de los resultados de los casos englobados en cada estudio ofrece una evaluación de la utilidad del modelo y de las soluciones tecnológicas adoptadas para su puesta en marcha.
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Zeydel, Kim Marette. "Instructional Strategies Within a Blended Learning Model for At-Risk Students." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7357.
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Many at-risk students attending an alternative high school in a northwestern state were not graduating on-time even after a learner-centered blended learning model was implemented. The administration and teachers sought to understand why the change to a learner-centered program was only slightly increasing the graduation rate each year. The purpose of this qualitative case study was to explore how the learner-centered instructional strategies used within a blended learning model were being implemented and supporting at-risk students. Weimer's learner-centered framework was used to ground the study and guide the research questions which examined teacher and student perspectives about the learner-centered instructional strategies that were being implemented. Interviews were conducted with 6 teachers from diverse disciplines who had taught at the study site for 3 or more years, 4 recent graduates, and 6 current students who were 18 years old or older. Classroom observations of the 6 teachers were conducted and archived student surveys from the previous 2 years were collected. All data were analyzed and coded to identify common themes and strategies regarding learner-centered instruction. The findings indicated the teachers needed professional development in how to implement learner-centered and blended learning strategies and how to help students take responsibility for their education. A yearlong professional development program focused on how to use learner-centered and blended instructional strategies was developed for teachers. Implementation of appropriate learner-centered and blended learning strategies might result in students completing their courses and increased graduation rates. As more students graduate, instead of dropping out, positive social change will occur in the community as they responsibly enter the work force.
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Singleton, Krista Kirby. "Reimagining the Community of Inquiry Model for a Workplace Learning Setting: A Program Evaluation." Scholar Commons, 2019. https://scholarcommons.usf.edu/etd/7944.
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The purpose of this study was to conduct an evaluation on a workplace training program using the Community of Inquiry (COI) model as a guide for course construction. Given that online and blended learning programs have gained popularity in the past two decades, companies have struggled with how to prepare trainers in the areas of online teaching methods and instructional technology usage to create an effective and engaging learning environment. In this study, I utilized the COI model, created for use in higher ed settings, in a workplace setting as a curriculum framework to revamp an unsuccessful online learning program. The new curriculum and course logistics framed three presences contained in the COI model—cognitive, social, and teaching. The researcher conducted evaluations by surveying the learners, the training team, and by direct observations of the instructional designers. Results suggested that the COI model was a good foundation for building an online learning course in a workplace setting with slight variations. A recommendation for future use in this new setting was to divide the teaching presence into two presences and create a new design presence, which makes a clear delineation between instructional design and content delivery functions.
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Ghaith, Omar. "The impact of blended learning on female student-teachers in Kuwait." Thesis, Brunel University, 2013. http://bura.brunel.ac.uk/handle/2438/7628.
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This study aims to identify the effect of using the blended learning method on students' academic achievement and satisfaction level in a university course for female student teachers who follow the General Teaching Method Course (304) at the College of Basic Education in Kuwait. The content of the course (304) was based on the five stages of the ADDIE instructional design model, comprising five phases: (1) Analysis, (2) Design, (3) Development, (4) Implementation, and (5) Evaluation. The research questions of the study can be summarised in two main questions: 1. What is the effect of using the method of blended learning in the General Teaching Method Course (304) on students’ academic achievement, compared to using face–to–face approaches to learning alone? 2. What is the effect of using the method of blended learning in the General Teaching Method Course (304) on students’ satisfaction, compared to using face–to-face approaches to learning alone? The researcher answered these questions through a mixed method research approach using the Explanatory Sequential Design, in order to determine the nature and objectives of the study. In this, the researcher started with the collection and analysis of quantitative data (using a quasi-experimental approach), which has priority for addressing the two research questions, and then followed this with the collection and analysis of qualitative data (using group interviews) to help explain the quantitative results. The researcher identified the study sample as 96 female students’ teachers at the College of Basic Education in Kuwait. The sample consisted of a first experimental group (n= 39)who followed the General Teaching Method Course (304) by blended learning using virtual learning environment (VLE) of Blackboard, a second experimental group (n=31) who followed the course (304) by blended learning using personal learning environment (PLE) of Facebook, and the control group (n= 26) who followed the course (304) using face-to-face approaches to learning alone. The dependent variables were academic achievement (as assessed in the course’s midterm, final and practical exams) and students’ satisfaction (as assessed by the questionnaire, giving a total mark and 3 sub-marks in reference to the students’ satisfaction about the teaching method of the course, the content of the course, and the instructor's support during the course). When answering the first question of the research, the study found that there was a significant difference in both mid-term and final tests between the first experimental group (studying through the blended learning method using VLE of Blackboard) and the control group (studying through face-to-face learning alone). However, there was no significant difference in both mid-term and final tests between the second experimental group (studying through the blended learning method using PLE of Facebook) and the control group. And there was also no significant difference in the practical test between the two experimental groups (each separately) and the control group. When answering the second question of the research, the study found that there was a significant difference in the teaching method dimension of the satisfaction questionnaire between the two experimental groups (each separately) and the control group. And there was also a significant difference in the instructor’s support dimension of the satisfaction questionnaire between the first experimental group and the control group, but no significant difference was found between the second experimental group and the control group. There was also no significant difference in the course content dimension of the satisfaction questionnaire between the two experimental groups (each separately) and the control group.
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Strawser, Michael G. "A MODEL MODALITY: ASSESSING THE EDUCATIONAL INTEGRITY OF THE BLENDED BASIC COURSE." UKnowledge, 2015. http://uknowledge.uky.edu/comm_etds/34.
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The creation of a hybrid/blended basic course aligns with university goals and may increase viable curricular options for student success. If universities offer hybrid courses, they ought to do so based on data-driven evidence confirming that face-to-face (F2F) and hybrid courses are comparable. Thus, the purpose of this study was to assess the learning outcome achievement of students enrolled in a blended (hybrid) version of the basic course. More specifically, a comparative analysis of student affective, cognitive, and behavioral learning outcome achievement in face-to-face sections and hybrid sections was conducted. This study also examined affect for course delivery format for students enrolled in traditional F2F compared to hybrid sections. Ultimately, two important conclusions were drawn from this analysis. First, hybrid courses are a viable instructional modality for delivering the basic communication course. Second, students are satisfied with aspects of both F2F and blended course modalities. More specifically, each course delivery format has strengths and weaknesses and instructors, students, and university administrators share responsibility for course and student success.
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Er, Erkan. "Livelms: A Blended E-learning Environment, A Model Proposition For Integration Of Asynchronous And Synchronous E-learning." Master's thesis, METU, 2009. http://etd.lib.metu.edu.tr/upload/12610944/index.pdf.
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In distance education, lack of face-to-face communication prevents instructors from observing students&rsquoactivities efficiently, especially in crowded sessions, and consequently they fail to effectively assess the performance of distant learners. On the other hand, in spite of being physically distant, instructor should monitor students&rsquo
activities and assess their performance effectively so that learners can be informed as quickly as possible of how well they are doing. This thesis aims to develop an e-learning tool for distance education that integrates asynchronous and synchronous learning environments to offer an enriched e-learning platform. The tool enables instructor to keep track of students&rsquo
activities, assesses learners&rsquo
participation during online synchronous sessions dynamically, and provides asynchronous access to assessment data after the lectures. In this way, it is aimed to monitor performance of distant learners by the instructor more efficiently.
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Copp, Susan E. "Critical Thinking in a Gifted Education Blended Learning Environment." Ohio University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1479131245930239.
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Schmidt, Whitney Ann. "iReach Blended Learning Model and Reading Lexile Growth of Freshmen in Maryville City Schools." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etd/3102.
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The Maryville City School system has implemented the first year of the iReach blended learning model for which all students in the school district have access to either a laptop or an iPad to support their learning every day. The availability of research on the impact of iReach is limited because the blended learning instructional model is relatively new and has not yet been subjected to numerous research studies. The purpose of this ex post facto quasi-experimental quantitative study was to compare student reading Lexile growth data collected through the use of the Reading Comprehension Assessment before and after iReach implementation to determine if there was a correlation between the implementation of iReach and reading Lexile growth of students in Maryville City Schools. Paired-samples t test results based on data collected from the 2015-2016 freshman cohort as well as subgroups (males, females, economically disadvantaged, and noneconomically disadvantaged) depict significantly more reading Lexile score growth during the eighth grade year before the school system implemented the iReach blended learning initiative than during the ninth grade, the first full year of iReach implementation. Paired-samples t test results based on data collected from the 2015-2016 sophomore cohort to use for comparison to the freshman cohort demonstrated the same significant pattern of growth. These findings suggest that the implementation of iReach is not a sole factor affecting the reading Lexile growth of students. Results from a 2-way contingency table analysis reflect that the freshmen cohort had significantly more students than expected who increased their reading Lexile scores from eighth grade pretest to ninth grade posttest than the expected frequency of students in the sophomore cohort who increased their scores. These significant findings indicate that either the implementation of iReach, another variable, or a combination of variables worked better for the freshman cohort and attributed to the higher than expected frequency of students whose scores increased.
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Moye-Weaver, Elizabeth. "Motivational Strategies and Student Engagement in a Blended German Course." BYU ScholarsArchive, 2021. https://scholarsarchive.byu.edu/etd/9233.
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Blended and online courses can require more student self-regulation than traditional in-person courses. Instructors and course designers can support student motivation and self-regulation in a variety of ways, such as by including motivational strategies in the course materials. The purpose of this study was to explore the relationship between the following three factors: the motivational strategies employed in the online course materials of a blended German language course, student engagement in the course, and student usage of the course materials. Selected course activities were analyzed using a checklist based on Keller's ARCS (Attention, Relevance, Confidence, Satisfaction) model for motivational design to identify the motivational strategies that were present. At the end of each unit, students completed surveys about their level of engagement with the online portions of the blended course and their perceptions of the online activities. At the end of the semester, data about student usage of the online activities was collected from the Canvas Learning Management System. The results of this study show that a wide range of motivational strategies are used in the online materials of this course and that students were highly engaged in this course. Students found the grammar and vocabulary activities to be the most motivating and the most useful for their language learning. The number of Attention strategies in an activity was strongly correlated with how often students used the activity, and the number of Attention strategies also predicted how often students would use the activities, likely because Attention strategies increase ease of use of the materials and encourage student curiosity. The number of Satisfaction strategies in an activity predicted how motivating students would find the activity, likely because Satisfaction strategies allowed students to use their new skills in realistic contexts and experience intrinsic and extrinsic rewards. There was a strong correlation between how motivating students found an activity and how useful they found the activity for their language learning. Including more motivational strategies, particularly Attention and Satisfaction strategies, can enhance the student experience and increase student motivation; however, students are most likely to be motivated by activities that they find useful for their language learning.
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Foster, Allison A. "Educational Design and Implementation of a Blended Active Learning Instructional Model for Undergraduate Gross Anatomy Education: A Multi-Modal Action Research Study." The Ohio State University, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu156594215554831.
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Duffy, Peter Dominic. "A qualitative evaluation of the 3C model as an approach for blended (e)Learning institutional change." Thesis, Middlesex University, 2017. http://eprints.mdx.ac.uk/21627/.
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This research describes the implementation of a strategic institutional project at the Hong Kong Polytechnic University in the area of eLearning, and the qualitative evaluation of this project’s model as an approach for blended (e)Learning institutional change. The project was entitled, “3C: A strategic approach to enabling, integrating and enhancing blended (e)Learning within an institutional framework”, and the model used was three concurrent foci of collaboration, community and context (3C’s). This study used a qualitative practitioner / researcher case study approach to evaluate the 3C model, utilizing data drawn from interviews conducted at the completion of the project with a group of 16 eLearning Advocates (eLAs). The interviews with the eLAs were chosen to be the focus of this research as they had the most consistent and lived experience of the 3C model (as implemented via the project deliverables across 2 years). The key research question being: “What are the qualitatively different ways the eLearning Advocates perceive the 3C model as an approach for blended (e)Learning institutional change”? These differences in perception identified as a lens through which to evaluate the 3C model. The eLA interviews provided situational vignettes through which the practitioner / researcher explored the rich sources of data and feedback on the 3C model. These vignettes were categorized within a narrative around three factors related to blended (e)Learning institutional change. These factors were: considerations of broad structural aspects (Renovation), feedback on specific aspects of the 3C project (Revolution) and the unexpected factors that had not been considered as part of the project (Revelation). The examination of these contributed to a greater and more nuanced understanding of the 3C model as a model for institutional blended (e)Learning change and identified 11 recommendations for further consideration. It is envisaged that the outcomes of this research are useful to intuitions considering implementing similar strategic initiatives in the area of blended (e)Learning and has assisted the researcher in refining his own practice.
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Page, T., M. Lehtonen, G. Thorsteinsson, E. Yokoyama, and H. Ruokamo. "A Virtual Learning Environment in Support of Blended and Distance Learning in Technology & Design Education." 名古屋大学大学院教育発達科学研究科 技術・職業教育学研究室, 2005. http://hdl.handle.net/2237/12015.
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Sans, Antolí Xavier. "Anàlisi de la necessitat d'un canvi del model educatiu presencial cap a un model b-learning en l'àmbit del batxillerat a Catalunya, segons les percepcions dels principals agents educatius vinculats a l'etapa. Estudi de casos múltiple." Doctoral thesis, Universitat Ramon Llull, 2018. http://hdl.handle.net/10803/471518.
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Tota recerca respon a una pregunta anomenada de ruptura. La que donà lloc a la present és la següent: És necessari en l'àmbit del batxillerat a Catalunya, un canvi del model educatiu presencial a un model mixt o blended-learning?
En la primera aproximació teòrica sorgeixen els següents elements estratègics que s'aborden de forma estructurada en la revisió de literatura.:
1. Context sociodigital actual: tendències tecnològiques emergents
2. Models pedagògics i aprenentatge amb suport TIC
3. La competència digital docent
4. Els cursos de batxillerat com a estudis preuniversitaris a les portes del nou EEES (Espai Europeu d'Educació Superior): reptes i oportunitats.
Es realitza un procés descriptiu o naturalista de tipus exploratori. (Interpretatiu-hermenèutic). És un disseny no experimental, transversal (o transseccional). Es desenvolupa usant un model mixt amb base quantitativa i triangulació de base qualitativa, usant com a mètode un estudi de casos múltiples, en vuit centres de l'àmbit del batxillerat a Catalunya; Es tracta de conèixer, analitzar i avaluar la percepció que els principals agents implicats en el procés educatiu del batxillerat tenen de la necessitat d'un canvi metodològic amb el suport de les TIC.
Les PAU (Proves d’accés a la Universitat) atorguen un condicionant sever a les dinàmiques i mètodes del batxillerat a Catalunya, donant també context i sentit a la present recerca; no n'hi ha d'anteriors acreditades en aquesta etapa clau de l'ensenyament post-obligatori a Catalunya.
Les dades obtingudes ens permeten afirmar que en aquest moment, en els centres participants en l’estudi no hi ha la percepció clara i prou definida que el canvi de model sigui una necessitat, encara que s’expressa una tendència per terços a favor, en contra i en indefinició al respecte.
En canvi hem apreciat la clara tendència dels participants entrevistats a creure que sí que hi haurà evolució cap a un model mixt, fermesa d’opinió que es cimenta al seu torn en la preocupació perquè aquesta hipotètica transició tingui un profund respecte i mirada crítica per la preservació del factor humà en l’acte de l’aprenentatge i en l’orientació, és a dir transcendeixi de la mera transmissió de coneixements, especialment si aquesta es realitza en part de forma telemàtica.Toda investigación responde a una pregunta llamada de ruptura, la que dio lugar a la presente es la siguiente: ¿Es necesario en el ámbito del bachillerato en Cataluña, un cambio del modelo educativo presencial en un modelo mixto o blended-learning? En la primera aproximación teórica surgen los siguientes elementos estratégicos que se abordan de forma estructurada en la revisión de literatura: 1. Contexto socio-digital actual: tendencias tecnológicas emergentes 2. Modelos pedagógicos y aprendizaje con soporte TIC 3. La competencia digital docente 4. Los cursos de bachillerato como estudios preuniversitarios a las puertas del nuevo EEES (Espacio Europeo de Educación Superior): retos y oportunidades. Se realiza un proceso descriptivo o naturalista de tipo exploratorio. (Interpretativo-hermenéutico). Es un diseño no experimental, transversal (o transseccional). Se desarrolla usando un modelo mixto con base cuantitativa y triangulación de base cualitativa, usando como método un estudio de casos múltiples, en ocho centros del ámbito del bachillerato en Cataluña; Se trata de conocer, analizar y evaluar la percepción que los principales agentes implicados en el proceso educativo del bachillerato tienen de la necesidad de un cambio metodológico con el apoyo de las TIC. Las PAU (Pruebas de Acceso a la Universidad) otorgan un condicionante severo a las dinámicas y métodos del bachillerato en Cataluña, dando también contexto y sentido a la presente investigación; defecto de anteriores acreditadas en esta etapa clave de la enseñanza post-obligatoria en Cataluña. Los datos obtenidos nos permiten afirmar que en este momento, en los centros participantes en el estudio no existe la percepción clara y suficientemente definida que el cambio de modelo sea una necesidad, aunque se expresa una tendencia por tercios a favor, en contra y en indefinición al respecto. En cambio hemos apreciado la clara tendencia de los participantes entrevistados a creer que sí habrá evolución hacia un modelo mixto, firmeza de opinión que se cimenta a su vez en la preocupación que esta hipotética transición tenga un profundo respeto y mirada crítica para la preservación del factor humano en el acto del aprendizaje y en la orientación, es decir trascienda de la mera transmisión de conocimientos, especialmente si ésta se realiza en parte de forma telemática.
All research responds to a question called bursting, which gave rise to this is: It is necessary in the field of secondary education in Catalonia, a change in the educational model to a mixed model learning or blended learning? In the first theoretical arise following strategic elements are addressed in a structured literature review: 1. Background socio now is emerging technological trends 2. Models teaching and learning with ICT support 3. The digital teaching competence 4. High school courses as pre-university studies at the gates of the new EEES (European Higher Education Area): challenges and opportunities. An ongoing exploratory, descriptive or naturalistic. (Interpretative-hermeneutic). It is a non-experimental, cross-sectional (or transseccional). It is developed using a mixed model based triangulation of quantitative and qualitative basis, using as a case study multiple method in eight centers in the field of secondary education in Catalonia; It is known, analyze and evaluate the perception that major actors involved in the educational process of high school have the need for a methodological change with the support of ICT. The PAU (Entrance examination to University exams), to give a harsh dynamics and methods of baccalaureate in Catalonia, also giving context and meaning to the research; there are no accredited earlier in this key stage of post-compulsory education in Catalonia. The data allow us to say that in the centers who were participated in the study are not sufficiently defined and had no clear perception that the new model is necessary, although a trend expressed by thirds in favor, against and uncertainty. Instead we have seen a clear trend of the participants interviewed believe that there will be progress toward a mixed model, anchored firmly of opinion that turn on the concern that this hypothetical transition and have a deep respect for the critical preservation of the human factor in the act of learning and orientation, thus transcends the mere transmission of knowledge, especially if this is done in part electronically.
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Young, Lewis L. "Online Student Discussions in a Blended Learning Classroom: Reconciling Conflicts Between a Flipped Instruction Model and Reform-Based Mathematics." BYU ScholarsArchive, 2014. https://scholarsarchive.byu.edu/etd/4209.
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Two ideas are prevalent in teacher professional development today. Teachers are finding new and innovative ways to incorporate technology into their classroom. The use of video and social media is increasing. One type of pedagogy that has emerged among the blended learning pedagogies is flipped instruction, where students participate in some of the instruction outside of the classroom. Another prevalent idea is the focus on inquiry learning and reform-based mathematics instruction. This pedagogy adheres to the idea that students can use their problem solving skills to understand complex mathematics. This qualitative content analysis outlines how one researcher sought to find a balance between the two ideas. The two ideas conflicted at times, but the researcher ultimately found innovative ways to reconcile those conflicts. The study describes how one fourth-grade class used a website to engage in mathematics conversations in a blended learning environment. This blended learning environment maintained the values of a reform-based mathematics classroom. The researcher found that students engaged in conversation online contained instances where students formed theories, questioned one another's theories, built on the thinking of other students, used precise and formal language, and used evidence to support student thinking. Teachers that implement blended learning or flipped instruction should seek out methods that adhere to an inquiry approach to teaching mathematics. The researcher also found that the development of a student in a particular conceptual understanding may have an impact on the depth of conversation they engage in.
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Aljanazrah, Ahmad M. [Verfasser]. "Development, implementation and evaluation of a new chemistry teacher in-service training model based on Blended Learning / Ahmad M Aljanazrah." Aachen : Shaker, 2006. http://d-nb.info/1186585595/34.
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Schartz, Shane. "The interrelationships of university student characteristics and the Keller ARCS motivation model in a blended digital literacy course." Diss., Kansas State University, 2014. http://hdl.handle.net/2097/18730.
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Doctor of PhilosophyCurriculum and Instruction
Rosemary Talab
The purpose of this study was to examine student motivation in a blended learning digital literacy course and its relation to student characteristics. The study consisted of 136 student participants enrolled in a blended learning digital literacy course at a Midwestern university. The Keller ARCS Motivation Model was the theoretical framework. The Course Interest Survey was used in the study, which was designed to measure motivation using Keller ARCS categories. Data was collected through the Course Interest Survey to voluntary student participants and through data obtained from the research setting. The study examined the following research questions: Research Question 1: Do statistically significant relationships exist between non-performance student characteristics and the Keller ARCS Course Interest Survey student motivation scores in a blended digital literacy course? Research Question 2: Do statistically significant relationships exist between pre-course performance student characteristics and the Keller ARCS Course Interest Survey scores in a blended digital literacy course? Research Question 3: Do statistically significant relationships exist between post-course performance student characteristics and the Keller ARCS Course Interest Survey student motivation scores in a blended digital literacy course? To examine these relationships, the study utilized MANOVAs to analyze the student characteristics on the four categories of the Keller ARCS Motivation Model. One significant relationship was found for Confidence within Academic Rank (p < .05), between Seniors and Freshmen. Seniors reported a .4799 higher Confidence score, on average, than Freshmen. Other characteristics did not have significant relationships. The mean change in pretest and posttest scores in digital literacy on the ALTSA assessment was 6.64. Recommendations for the research setting included the use of student focus groups to better understand and increase Freshmen confidence and the Freshmen experience, a review of course design and delivery methods, an exploration of variations of blended learning models, an examination of current test-out procedures, and adjustment of the scale used in this study to provide a wider range of motivation responses. Recommendations for future studies included a qualitative study of student performance characteristics, a mixed methods study of different learning models for course delivery, and an exploratory study aimed at expanding student characteristics.
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Wang, Su-Chen. "Towards an Understanding of Existing e-Learning for University Science Education in Taiwan." The University of Waikato, 2008. http://hdl.handle.net/10289/2599.
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E-learning is a fast growing trend worldwide but it is still not universally accepted and practice does not always reach national government and tertiary institution expectations, especially in Taiwan. While issues around the effective implementation of e-learning to produce high quality education are being raised internationally, very little research has been undertaken in Taiwanese tertiary institutions, particularly for science education. No research was found that addressed the various perspectives of the stakeholders involved in blended courses which had both face-to-face and online learning components. The link between e-learning practice and views of learning had also received little attention. This study investigated how e-learning practice was perceived and experienced at a national research-based university in Taiwan. The main focus was to identify the challenges, benefits and related success factors of e-learning practice as part of blended learning courses from the perspectives of university administrators, support people, instructors and students. An interpretative methodology using questionnaires and interviews was employed to generate data from these participant groups. Both quantitative and qualitative data were collected. This study provides empirical evidence that e-learning practice is perceived and experienced as a technology-mediated and collaborative practice that is socially and culturally situated. The study supports the view that e-learning practice as a whole is a socio-cultural system, although when looking at instructor and student preferences for instructional design and learning processes there is a fit with both behaviorist and constructivist approaches to teaching and learning. However, instructors and students need to be active and self-managed to find e-learning efficient and effective. Students, instructors, support people and administrators held very similar perceptions of the benefits of and influences on lecturer and student use of e-learning as a component of blended learning. Based on the findings, an explanatory model for the influences on e-learning practice as part of blended learning in a Taiwan university context was developed. E-learning teaching and learning approaches are initiated by and created within a multi-layered context. At the first level, e-learning practice is accomplished via instructor and student engagement in day to day teaching and learning and as an educational reform it cannot separated from the ICT technologies which mediate their interaction. Put another way, because instructor and student participation in e-learning as part of blended learning is voluntary students are included with instructors and the technology in the core enactment zone for practice. At the next level this three-way instructor-student-technology interaction is affected by and nested within the university instructor professional community and student peer community, which in turn is shaped by and nested in university-wide policies and practices. These three levels are nested in and influenced by the national policy context, external professionals, private enterprise and the public at large. The model and associated suggestions presented in this study are expected to assist governments and universities to play a more constructive role in the development and implementation of e-learning education to improve the quality of courses for students and instructors. The hope is that the findings will contribute to enhanced teaching and learning supported by better administrator decision-making regarding institutional policies and practices including investment in learning technologies and support services for e-learning.
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Mosser, Brent Steven. "The Impact of Interpersonal Interaction on Academic Engagement and Achievement in a College Success Strategies Course with a Blended Learning Instructional Model." The Ohio State University, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=osu1281706037.
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McCord, Samuel. "A School of Choice: A Case Study of an Instructional Learning Model in a Public School System." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etd/3372.
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This case study focused on the understandings of the administration and teaching staff with regard to the implementation and student academic growth of the B-L Upward program. The understandings were formed from data collected through structured, face-to-face interviews. The questioning of the staff members assisted in determining an understanding of the instructional model of the B-L Upward program. The experimental nature of the B-L Upward program allowed students, primarily those graduating from eighth grade and heading into high school, to choose an alternative to the traditional secondary learning environment. The current case study is an examination of the B-L Upward program through the interview process involving the administrative and teaching staff with regard to program implementation and student academic growth. Four members of the administrative staff directly responsible for the management of the B-L Upward program and eight members of the teaching staff currently employed at the school were interviewed regarding their understandings of the BLU program. The case study approach provides a detailed picture of the understandings of these staff members. Recommendations for practice and for the continuation of further research were included at the study’s conclusion.
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Whittaker, Claire. "It works in practice, but does it work in theory? : a study of the evolution and resultant design of a blended learning model in an ELT setting." Thesis, University of Exeter, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.508278.
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Гиря, Н. П., and Світлана Дімова Дімітрова-Бурлаєнко. "Змішане навчання як складова розвитку креативності студентів." Thesis, ПП Вишемирський В. С, 2019. http://repository.kpi.kharkov.ua/handle/KhPI-Press/47317.
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Розглянуто актуальність застосування моделі змішаного навчання у викладанні математичних дисциплін для формування освітнього середовища, що забезпечує розвиток креативності мислення студентів.We consider the relevance of the blended learning model in the teaching of mathematical disciplines to shape the educational environment that ensures the development of students' creative thinking.
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Kocaman, Karoglu Aslihan. "Students." Phd thesis, METU, 2009. http://etd.lib.metu.edu.tr/upload/12610729/index.pdf.
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The purpose of this study was to investigate the perceptions of learners in the blended course relative to the use of Seven Principles for Good Practice in Undergraduate Education. Additionally through the motivational requirements specified by Keller&rsquos ARCS motivational design model, students&rsquo
motivations were analyzed. Thus the study was designed to determine student motivation in a blended environment in relation to Keller&rsquo
s ARCS motivational design model. For these research aims, a traditional course was redesigned with the support of online applications by taking Good Practice Principles as the framework. A triangulation mixed method approach was utilized as the primary design of the study by employing both qualitative and quantitative methods in a single study. The study participants included 47 preservice teachers in an undergraduate teacher education program of Computer Education and Instructional Technology Department in the Middle East Technical University who took the course (School Experience I) in blended design mode in 2005-2006 spring semester. Qualitative and quantitative data were collected through three different surveys, student interviews, and forum transcripts. The data were analyzed concurrently according to both qualitative and quantitative data analysis techniques. The analyses of qualitative and quantitative data showed that students&rsquo
perceptions in the blended course and perceptions in relation to each good teaching principles were mostly positive. Results reveal that students perceive six of the principles including student faculty contact, cooperation, time on task, diversity and ways of learning, feedback, and active learning helpful to their learning. Additionally, the students think that the other one principle which is expectations needs to be improved. In addition, high motivation scores were gathered in the blended course. Results show that attention, relevance, confidence, and satisfaction subscores revealed significantly higher levels of motivation among students.
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Johansson, Wilhelm, and Alexandra Söderlund. "Teachers’ Views on Digital Tools in the English as a Second Language Classroom." Thesis, Malmö universitet, Fakulteten för lärande och samhälle (LS), 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-34558.
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Syftet med den här uppsatsen är att undersöka lärares och elevers erfarenheter och syn på hur och varför digitala verktyg ska användas i det engelskspråkiga klassrummet för gymnasieskolan. Deras erfarenheter och syn på ämnet blev insamlade genom semi-formella, kvalitativa intervjuer med lärare, samt genom fokusgrupper med elever. Resultaten indikerar på ett flertal fördelar som ökar elevers prestation genom implementeringen av digitala verktyg. Dessa är bland annat individualisering, autonomi och ökat engagemang. Lärares implementering av digitala verktyg är beroende av en god lärarkompetens som i detta arbete baseras på TPACK-modellen. Denna består av de tre olika aspekterna, teknologisk-, innehåll- och pedagogisk kunskap, vilka alla måste behärskas för en optimal implementering av digitala verktyg. Lärarintervjuerna indikerar på att där är ett behov för en mer extensiv och djupgående fortbildning för att uppnå både ett större självförtroende och mer kunskap om hur och varför digitala verktyg ska användas.The purpose of this paper is to investigate teachers’ and students’ experiences and views of how and why digital tools are used in the English as Second Language (ESL) classroom for upper secondary school. These experiences and views were collected by conducting semi- formal qualitative interviews with teachers, and focus group interviews with students. The results indicate numerous benefits for enhancing student performance by the implementation of digital tools such as individualization, autonomy, and engagement. Furthermore, the teachers’ implementation of the digital tools is dependent on a sufficient teacher competence, which is based on the TPACK-model, consisting of three different aspects technological-, content-, and pedagogical knowledge. These three all have to be mastered for an optimal implementation of digital tools. Lastly, the interviews with the teachers indicate that there is a demand for more extensive and thorough in-service training in order to achieve confidence and greater knowledge in how the digital tools are to be used.
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Bish, David William. "Increasing the impact of ICT in language learning : investigating the effect of teachers' ownership of microblending CALL in the classroom within the WST model of ICT use." Thesis, University of Exeter, 2017. http://hdl.handle.net/10871/33190.
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This thesis aims to address why the adoption of CALL (Computer Assisted Language Learning) within the language classroom is so varied, and its success so unclear, despite fifty years of investment and research. The huge promise of ICT (Information and Communications Technology) driven results has created an imbalance in language teaching, where initiatives are brought about from outside the classroom, with teachers held accountable for their adoption. My reading of the literature is that lack of consideration of the teacher’s role in implementation of classroom technology has led to mismatched expectations and performance. If the nature of the teacher’s contribution is recognized, I believe that this can lead to more effective use of ICT, which I have set out to show. My study, based on a survey of 319 EFL (English as a Foreign Language) teachers across the international group of 31 schools in which I work, seeks to put the teacher back into the picture by examining where their enacted beliefs in social constructivist pedagogy best align with classroom use of digital technology. I coin this emerging praxis ‘microblending’, a pedagogy rooted in Second Language Acquisition (SLA) theory and contemporary methodology, and I seek to demonstrate its relevance in this study I test the viability of measuring teacher’s microblending readiness through application of Technology Acceptance Modelling (TAM) in an EFL setting to produce a model that explains the variation in classroom use of ICT. My model is based on a critical replication of the WST (‘Will, Skill, Tool’) model, a TAM model which has so far only been used in mainstream classroom teaching. I have updated, created and piloted new instruments within the scope of the study, which are now already in use within the institution where I carried out my investigations. Using both linear regression and Structural Equation Modelling (SEM) techniques I explored how these measurements of the learning environment can explain a teacher’s application of technology. This first attempt appears to explain over 89% of the variation in classroom use of technology, which already exceeds the predictive power of several contemporary models in use in parallel fields of education. Given further work to refine and apply the model, a valuable improvement could be made in how teachers work with ICT in the language classroom for improved learning outcomes.
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Jefferies, Amanda Lucille Joanne. "Blended learning : undergraduate students' experiences of using technology to support their learning." Thesis, University of Hertfordshire, 2011. http://hdl.handle.net/2299/5553.
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This thesis investigates undergraduate experiences of studying within a blended learning environment at a UK university in the first decade of the 21st century. Blended learning in this context comprises the use of institutionally provided technologies including a university-wide managed learning environment, alongside campus-based classroom teaching to support student learning. The personal ownership of technologies and their importance for the student learning experience is also considered. The University of Hertfordshire has promoted itself as a ‘blended learning institution’ since 2005 and this study considers what blended learning means and how students use information technology to support their learning. The study approaches the student experience of blended learning by considering three constituent themes: the student, their HE study and their use of technology. The preliminary study for this work used student constructed reflective video and audio diaries over a period of 18 months. Subsequently a new conceptual framework was drawn up by the researcher. This provided a matrix structure with which to explore through interviews with students their uses of technology for learning, and the relationship with approaches to pedagogy. The analysis of the interviews has provided a snapshot of students’ experiences of pedagogy and technology use across their studies. A Venn diagram was used to explore the three themes and provide a representation of the extent to which technology is seen by students as a part of their everyday lives whether for study or leisure. The student experiences reported here demonstrated a high degree of dependence on technology overall in both their personal and study lives. Their preferences were for a learning environment which included both the taught campus–based experience and the opportunity for easy online access to materials and supplementary activities to support their studies twenty four hours a day. As the students reported on their ‘maturing’ as learners during the course of the study, they described increasingly sophisticated online searching strategies and independent approaches to their learning regardless of their personal pedagogic preferences. Garrison and Vaughan assert that the ‘ideal educational transaction is a collaborative constructivist process that has inquiry at its core’ (2008:14). The outcome of this study presents a more complex view of the student experience of pedagogy in Higher Education. While recent research has reported on the student experience of either technology or pedagogy, the unique contribution of this study is its consideration of both pedagogy and the use of information technology from the viewpoint of the student experience.
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Ribeiro, Sandra Patrícia Marques. "Concepção e implementação de um modelo de eLearning no ensino superior : estudo exploratório numa disciplina de inglês." Master's thesis, Universidade de Aveiro, 2007. http://hdl.handle.net/10773/4765.
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Mestrado em Multimédia em EducaçãoO propósito deste trabalho é reflectir sobre todo o processo de migração de uma disciplina leccionada no regime presencial-tradicional para blendedlearning, focando aspectos desde a fase de concepção à fase de implementação de um modelo de eLearning. Neste sentido foi concebido e implementado um modelo para a disciplina de Inglês Aplicado ao Marketing, no Instituto Superior de Contabilidade e Administração do Porto. Os objectivos primordiais consistiram em analisar o impacto de um modelo de eLearning numa disciplina de Língua Inglesa; analisar dados ao nível da participação e satisfação dos alunos; e ainda apresentar conclusões e apontar alguns caminhos de investigação futura. Desta forma, o estudo considera inúmeras questões que se prendem com modelos de eLearning, receptividade dos intervenientes, entre outras. Uma vez que a disciplina de Inglês para Fins Específicos é considerada instrumental, questionamo-nos sobre a motivação dos alunos. Surgem novas metodologias de ensino e há a necessidade de reestruturar conteúdos já existentes. Estarão os professores preparados para assumir as novas responsabilidades e enfrentar os novos desafios científicos, pedagógicos e tecnológicos? Para cumprir os objectivos propostos, a investigação baseia-se num estudo qualitativo, descritivo, assente numa metodologia de investigação-acção, uma vez que o intuito é verificar e anotar todo o desenrolar de uma disciplina ao longo de um semestre, leccionada seguindo um novo modelo de ensino. Implementar um modelo de eLearning envolve a adaptação de estratégias. As mudanças a nível de metodologias fazem com que professores e alunos repensem os seus papéis e atitudes. Neste caso concreto, os alunos participaram mas não se verificou interacção uma vez que se limitaram a responder à questão inicial sem opinar. Transparece um certo grau de desmotivação pessoal, indiferença perante algo mais polémico que possa induzir um debate. Apesar dos esforços para implementar novas estratégias e distribuir tarefas mais colaborativas, os alunos mostraram estar ainda dependentes do professor, revelando pouco interesse em serem autónomos e responsáveis pela própria aprendizagem. Migrar uma disciplina mostrou ser complicado e moroso, pois não implica uma transposição de conteúdos. A integração das tecnologias compromete não só a mudança de meios, mas também a mudança de metodologias, estratégias e competências. Significa trabalhar, reestruturar e avaliar. Uma implementação de sucesso requer uma mudança de atitudes e ideias, muitas vezes difícil. Envolve mais dedicação e tempo por parte do professor, muitas vezes não reconhecido pelos restantes. Num sistema onde os resultados são primordiais, a mudança é encarada com algum cepticismo.
The present dissertation seeks to describe the migration process of a traditionally taught English Language course to blended-learning, considering various aspects that range from the design to the implementation phase of an eLearning model. Thus, an eLearning model was conceived and implemented in English for Marketing, in ISCAP. The objectives of the project were two. They consisted in the analysis of the impact of an eLearning model in a language course and the analysis of the level of participation and student satisfaction data in this model. Furthermore it was our intention to indicate possible future research lines. Hence, this dissertation addresses global questions related to eLearning models, and questions related to the participants, such as students’ receptivity. As English for Specific Purposes is considered instrumental, students’ motivation is also questioned. This learning model questions teacher involvement. As new methodologies appear, there is the need to reorganize existing contents. Will teachers be prepared to assume the new responsibilities and face the new scientific, pedagogical and technological challenges? The project is based on a case study of a descriptive, qualitative nature, grounded on an action-research paradigm, as the objective was to verify and describe the unfolding of a blended-learning course throughout a semester. Placing a course on line implies adapting strategies. The shift in methods makes both teachers and students rethink their roles and their attitudes. In this case, students participated but there was no interaction; students simply answered a question, very often ignoring their personal opinion. There seems to be no self-motivation, no interest in raising questions or addressing new interests in their debates. Despite the efforts to implement new strategies, group oriented tasks, students still depended on the teacher to tell them what to do and how to do it. They showed little interest in being responsible for their own learning, in being autonomous. Migrating a course is not a simple task because it is not a mere transposition of contents. Integrating technology is not about changing the media of our “sevenyear old class notes”; it is about changing methods, strategies and competences. It is about working, restructuring, comparing and evaluating. Successfully implementing change requires a shift in attitudes and rooted ideals and that is not easy. It also implies time and dedication from the teacher that very often is not acknowledged by peers. In a system where the final results are essential, change is looked upon with some scepticism.
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Sanabria, Cárdenas Irma Zoraida. "El aprendizaje de física I en entornos tecnológicos. Un modelo de formación Blended Learning basado en el desarrollo de habilidades cognitivas básicas." Doctoral thesis, Universitat Rovira i Virgili, 2012. http://hdl.handle.net/10803/84143.
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Se reporta el diseño y evaluación de un curso Blended Learning (BL) para Física I en la Universidad Nacional Experimental del Táchira, UNET, Venezuela, que incorpora las Tecnologías de la Información y Comunicación (TIC) al proceso de enseñanza- aprendizaje de Física I y propicia el desarrollo de habilidades cognitivas básicas (HC) del alumno para el aprendizaje de esta ciencia. Este curso que combina actividades y recursos presenciales y virtuales, se montó en la plataforma Moodle de la UnetVirtual. Los materiales instruccionales se diseñaron con énfasis en el desarrollo de habilidades cognitivas y fueron organizados con mapas conceptuales. El enfoque básicamente cualitativo usó una metodología mixta de recolección de información, empleando técnicas de tipo cuantitativo y cualitativo de acuerdo a la naturaleza de los datos. Se obtuvo un curso de alta calidad técnica y pedagógica que es utilizado actualmente en la UNET con excelentes resultados. Se generó un modelo normativo para el diseño de actividades BL, con énfasis en el desarrollo de HC. Este consiste en un conjunto de acciones y una serie de recomendaciones, productos de los hallazgos encontrados, que sirven de guía para diseñar cursos en esta modalidad.This is the report of the design and evaluation of a physics Blended Learning course (BL) at the Universidad Nacional Experimental del Táchira, UNET, Venezuela. This course incorporates the new communication and information technologies, TICs, to the teaching and learning process of physics, while enhancing student cognitive abilities necessary for learning science. It combines resources and activities for virtual and face to face interactions, using the moodle plataform in the Unetvirtual. Instructional materials with special emphasis in the development of cognitive abilities were designed ad hoc and organized by means of concept maps. A qualitative research approach was mainly employed, but data gathering was made using both quantitative and qualitative techniques, according to the nature of the data collected. A very high quality course from a technological and pedagogical point of view was obtained. This course is being used in the university with excellent results. A normative model for the design of a BL course, which emphasizes the development of cognitive abilities was developed. This model explains a set of actions and recommendations which may lead a novel teacher who wants to design a BL course.
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Sullivan, Adam J. "Sensitivity Analysis for Linear Structural Equation Models, Longitudinal Mediation With Latent Growth Models and Blended Learning in Biostatistics Education." Thesis, Harvard University, 2015. http://nrs.harvard.edu/urn-3:HUL.InstRepos:17467398.
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In chapter 1, we consider the biases that may arise when an unmeasured confounder is omitted from a structural equation model (SEM) and sensitivity analysis techniques to correct for such biases. We give an analysis of which effects in an SEM are and are not biased by an unmeasured confounder. It is shown that a single unmeasured confounder will bias not just one but numerous effects in an SEM. We present sensitivity analysis techniques to correct for biases in total, direct, and indirect effects when using SEM analyses, and illustrate these techniques with a study of aging and cognitive function.
In chapter 2, we consider longitudinal mediation with latent growth curves. We define the direct and indirect effects using counterfactuals and consider the assumptions needed for identifiability of those effects. We develop models with a binary treatment/exposure followed by a model where treatment/exposure changes with time allowing for treatment/exposure-mediator interaction. We thus formalize mediation analysis with latent growth curve models using counterfactuals, makes clear the assumptions and extends these methods to allow for exposure mediator interactions. We present and illustrate the techniques with a study on Multiple Sclerosis(MS) and depression.
In chapter 3, we report on a pilot study in blended learning that took place during the Fall 2013 and Summer 2014 semesters here at Harvard. We blended the traditional BIO 200: Principles of Biostatistics and created ID 200: Principles of Biostatistics and epidemiology. We used materials from the edX course PH207x: Health in Numbers: Quantitative Methods in Clinical \& Public Health Research and used. These materials were used as a video textbook in which students would watch a given number of these videos prior to class. Using surveys as well as exam data we informally assess these blended classes from the student's perspective as well as a comparison of these students with students in another course, BIO 201: Introduction to Statistical Methods in Fall 2013 as well as students from BIO 200 in Fall semesters of 1992 and 1993. We then suggest improvements upon our original course designs and follow up with an informal look at how these implemented changes affected the second offering of the newly blended ID 200 in Summer 2014.Biostatistics
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Mathews, Kai Monet. "Transformative Models in K-12 Education| The Impact of a Blended Universal Design for Learning Intervention. An Experimental Mixed Methods Study." Thesis, University of San Diego, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10128128.
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Accountability measures, by way of standardized curriculum and assessments, have played a large part in the attempt to ensure that students from all backgrounds receive equal access to quality education. However, the inherent disadvantage of a standardized system is the implied assumption that all students come in with the same knowledge, learn at the same pace, and learn the same way. In the wake of an increasingly diverse K-12 population, educational researchers, learning theorists, and practitioners agree that the concept of the average student is, in fact, a myth. Students come to school with different needs, norms, interests, cultural behavior, knowledge, motivations, and skill sets. In order for education to properly address the issue of equity, the issue of learner variance must first be attended to.
In 2010, the U.S. Department of Education released its educational plan encouraging teachers to address student variance through more inclusive learning environments. The report highlighted Blended Learning (BL) and Universal Design for Learning (UDL) as promising practices in enabling, motivating, and inspiring all students to achieve regardless of background, language, or disability. Research suggests that the combination of these two approaches could lead to transformative teaching practices that dramatically impact student learning. However, the efficacy of such a model has yet to be tested.
This study tested the efficacy of a Blended Universal Design for Learning (BUDL) model in improving student outcomes. An experimental design was used to explore the impact of a two-week BUDL intervention in an accelerated 7 th grade math class. The effect on student achievement, engagement, and perception was measured. Both quantitative and qualitative data were collected. Though results from the study were statistically insignificant, possible positive associations between a BUDL intervention and student achievement, engagement, and perception emerged. Considerations for clinical significance, suggestions for improvement on the BUDL model, and implications for future research are discussed.
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Manwaring, Kristine C. "Emotional and Cognitive Engagement in Higher Education Classrooms." BYU ScholarsArchive, 2017. https://scholarsarchive.byu.edu/etd/6636.
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This is a multi-article format dissertation that explores emotional and cognitive engagement in higher education classrooms. Student engagement in higher education classrooms has been associated with desired outcomes such as academic achievement, retention, and graduation. Student engagement is a multi-faceted concept, consisting of behavioral, emotional, and cognitive components. A deeper understanding of how these components interact would allow instructors and course designers to facilitate more engaging learning experiences for students. The first article is an extended literature review that investigates the extant empirical research on the relationship between emotional and cognitive engagement, and between emotional engagement and academic outcomes in post-secondary classrooms. I find that this topic has been scantily researched in the past 16 years and conclude that the relationship between emotional and cognitive engagement is cyclical, rather than linear, and is influenced by student control appraisals, value appraisals, achievement goals, and the classroom environment. The second article investigates the longitudinal relationship between emotional and cognitive engagement in university blended learning courses across 2 institutions, with 68 students. Using intensive longitudinal data collection and structural equation modeling, I find that course design and student perception variables have a greater influence on engagement than individual student characteristics and that student multitasking has a strong negative influence on engagement. Students' perceptions of the importance of the activity has a strong positive influence on both cognitive and emotional engagement. An important outcome of engagement is the students' perceptions that they were learning and improving. While emotional and cognitive engagement are highly correlated, the results do not indicate that emotional engagement leads to higher levels of cognitive engagement.
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Manuel, Eugénio José. "Integração de um Modelo de Aprendizagem em Blended-Learning no Curso de Informática Educativa, do Instituto Superior de Ciências da Educação da Huíla." Master's thesis, Faculdade de Ciências Sociais e Humanas, Universidade Nova de Lisboa, 2014. http://hdl.handle.net/10362/13150.
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Trabalho de Projecto apresentado para cumprimento dos requisitos necessários à obtenção do grau de Mestre em Gestão de Sistema de E-learningEste trabalho de projecto tem por objecto de estudo a integração do modelo pedagógico em b-learning, que se configura como um dos modelos de ensino-aprendizagem que mais vantagens traz para o ensino superior. Assim, pretendeu-se explorar as potencialidades do ensino a distância online como complemento ao ensino presencial, quer como reforço das aprendizagens dos alunos, quer como forma de responder à procura que o Curso de Informática Educativa tem. A concepção e o desenvolvimento do curso fundamenta-se nas teorias sócio-construtivistas da aprendizagem e será implementado de acordo com as avaliações já realizadas em modelos semelhantes. A metodologia seguida, neste estudo, foi a investigação-acção, assente na realização de uma abordagem à estratégia organizacional e tecnológica necessárias à implementação do modelo de aprendizagem, bem como evidenciar as transformações que ocorrem na mudança de paradigma a nível pedagógico. Deste modo, pretendeu-se auscultar a opinião dos professores e alunos, através de um inquérito por questionário, para testar e avaliar esta solução formativa. Face os resultados satisfatórios obtidos e, com auxílio de outras investigações semelhantes, podemos concluir o quão pertinente é investir na integração deste modelo de ensino-aprendizagem no Curso de Informática Educativa, dado que são colocados à disposição dos alunos recursos e actividades que lhes permitem aprender com mais flexibilidade, autonomia e responsabilidade. Assim, para concretização do projecto, perspectivamos o alargamento da utilização da plataforma digital Moodle a todo Instituto Superior de Ciências da Educação da Huíla.
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Пашкова, А. А., and A. A. Pashkova. "Формирование готовности преподавателей СПО к работе в условиях смешанного обучения : магистерская диссертация." Master's thesis, б. и, 2020. http://hdl.handle.net/10995/86603.
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The paper analyzes the potential and possibilities of mixed learning as a didactic means of implementing the transition to an integrated learning model involving information and educational environments and resources. The existing models of mixed learning are described, the aspects of effective use and integration of information and educational environments in the educational process of the College are identified. The structure of the information and educational environment of the SPO teacher and the content of methodological support for the implementation of mixed learning in the SPO system are presented.В работе анализируется потенциал и возможности смешанного обучения как дидактического средства реализации перехода к интегрированной модели обучения с привлечением информационно-образовательных сред и ресурсов. Описаны существующие модели смешанного обучения, выявляются аспекты эффективного использования и интеграции информационно- образовательных сред в образовательном процессе колледжа. Представлена структура информационно-образовательной среды преподавателя СПО и содержание методического сопровождения реализации смешанного обучения в системе СПО.
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Mejía-Madrid, Gina. "El proceso de enseñanza aprendizaje apoyado en las tecnologías de la información: modelo para evaluar la calidad de los cursos b-learning en las universidades." Doctoral thesis, Universidad de Alicante, 2019. http://hdl.handle.net/10045/92447.
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Las universidades se encuentran desarrollando una gran cantidad de proyectos de aprendizaje basado en las Tecnologías de la Información y la Comunicación (TIC), principalmente cursos de e-learning (como se ha convenido en llamar al aprendizaje electrónico o a través de la tecnología), para apoyar a sus estudiantes dentro del proceso de enseñanza aprendizaje. Como cualquier proceso desarrollado en el entorno universitario, el e-learning debe estar sujeto a parámetros que nos permitan evaluar su calidad. Sin embargo, el e-learning tiene algunas características especiales que hacen que los sistemas de calidad habituales no respondan a todos sus requisitos. Aunque se han desarrollado diversas propuestas para evaluar la calidad del e-learning, muchas de ellas no son transferibles, están desestructuradas, son incompletas o no presentan una descripción formal. La necesidad de velar por la calidad en los cursos viene también avalada por la normativa. En este caso, nos hemos fijado en las leyes del Ecuador, por ser el país sobre el que se ha desarrollado la parte aplicada de esta investigación. Por un lado, la Ley Orgánica de Educación Superior del Ecuador menciona que la evaluación de la calidad es un proceso para determinar las condiciones de una institución, carrera o programa académico. Por otro lado, la Normativa de Régimen Académico del Ecuador indica que la planificación, seguimiento y evaluación de la organización del aprendizaje deberá constar en el diseño curricular de las carreras y programas y en su correspondiente portafolio académico. Este diseño curricular será sometido a procesos de seguimiento y evaluación por parte de las instituciones de educación superior. Establece que la organización del aprendizaje consiste en la planificación del proceso formativo del estudiante, a través de actividades de aprendizaje: componente de docencia, componente de prácticas de aplicación y experimentación de los aprendizajes, y componente de aprendizaje autónomo, que garantizan los resultados pedagógicos correspondientes a los distintos niveles de formación y sus modalidades. Basado en todas estas necesidades hemos establecido que el propósito general de esta tesis es proporcionar un modelo de evaluación de la calidad de cursos de b-learning que permita, de forma sencilla, integrada y práctica, conocer cuál es el estado del curso, sus puntos fuertes y sus debilidades, así como ayudar a la creación de planes de actuación o acción que permitan mejorar la calidad de los cursos a lo largo del tiempo. Hemos preferido el término b-learning (blended learning) por ser un aprendizaje combinado, en donde hay clases presenciales complementadas con el uso de diversas tecnologías y un sistema de gestión del aprendizaje. La tesis doctoral se ha desarrollado siguiendo una metodología de investigación-acción, en 4 ciclos con sus diferentes resultados parciales. En el primer ciclo se obtuvieron dos resultados iniciales que hemos denominado Modelo 1 y Modelo 2, y que han dado lugar a dos publicaciones. En el segundo ciclo se abordó la elaboración de una revisión sistemática de la literatura sobre el tema de estudio. En el tercer ciclo, se obtuvo un modelo integral para evaluar la calidad de los cursos b-learning en las universidades, resultado de lo aprendido tras formular los modelos 1 y 2, y realizar la revisión sistemática de la literatura. Además, se creó una metodología para la definición de una cartera de proyectos estratégicos de mejora de los cursos de b-learning. Por último, en el cuarto ciclo se aplicó el modelo integral en dos casos de estudio y se definieron sendas carteras de proyectos estratégicos. La principal aportación de la tesis es el modelo de evaluación de la calidad de los cursos de b-learning propuesto, basado en los principios de la calidad, y apoyado en diferentes marcos teóricos que permiten dotarlo de una estructura formal: la teoría de sistemas, la gestión de procesos y el principio de mejora continua. El modelo está formado por 3 componentes y 9 elementos obtenidos de la revisión sistemática de la literatura. El primer componente es el humano, que a su vez tiene 3 elementos: el estudiante, el docente y los gestores de la plataforma del sistema de gestión de aprendizaje. El segundo componente, el de los recursos, incluye recursos metodológicos (relacionados con el diseño instruccional como metodología pedagógica, que utiliza como base el modelo ADDIE), tecnológicos (la plataforma del sistema de gestión de aprendizaje) y la mesa de ayuda pedagógica (el soporte y servicio que brinda la institución educativa). El tercer componente, que hace referencia a la dinámica del proceso de enseñanza-aprendizaje, está formado por el proceso propiamente dicho, la retroalimentación y el resultado (evaluado según el modelo de Kirkpatrick). Cada uno de los 9 elementos incluye un número variable de atributos (38 en total) que se miden a través de un total de 99 indicadores. La segunda aportación es una representación gráfica de la situación de un curso b-learning basada en un mapa de calor. Esta representación, compacta y por niveles, nos permite conocer y valorar la situación de los cursos b-learning en las universidades. Se utiliza una escala de 5 valores para los diferentes niveles de madurez. De esta manera se homogenizan los indicadores, se hacen comparables y se facilita la creación de planes de mejora. La tercera aportación es la definición de una metodología para la aplicación del modelo de evaluación de la calidad a un curso dado y la definición de una cartera de proyectos estratégicos para la mejora de los cursos. A grandes rasgos, esta metodología se desarrolla en 3 etapas (Diseño, Implementación, y Seguimiento y mejora), de las cuales nos hemos centrado en la etapa de diseño, desarrollada a su vez en 6 pasos: 1) Análisis del contexto, en el que se estudia el contexto internacional y nacional; 2) Aplicación del modelo para evaluar la calidad de los cursos b-learning; 3) Presentación de los resultados a través del mapa de calor; 4) Definición de la matriz de diagnóstico que incluye puntos fuertes, débiles, acciones de mejora y prioridades; 5) Definición de los proyectos y establecimiento de las relaciones entre los proyectos y las acciones de mejora que ya se han definido, a través de una matriz de relaciones; y 6) Alineamiento de los proyectos con los objetivos estratégicos institucionales. El modelo ha sido validado por expertos, tras lo que se ha aplicado a dos casos prácticos en dos universidades del Ecuador. Los resultados de la evaluación en estos dos casos han establecido la línea base para transformarlos en un plan de acción que contiene una cartera de proyectos estratégicos para el mejoramiento de calidad de los cursos b-learning en la Universidad Central del Ecuador y en la Escuela Politécnica Nacional. Con la propuesta de este modelo se ofrece a los docentes una variedad de estrategias y oportunidades, para que puedan innovar en sus clases y mejorar la calidad de éstas. La aplicación del diseño instruccional, el diseño y desarrollo de recursos y actividades de aprendizaje contribuirán a la mejora de la calidad dentro del proceso de enseñanza aprendizaje universitario. Además, este modelo puede ser aplicado para evaluar o autoevaluar la calidad de los cursos b-learning en otras universidades respetando sus propias particularidades.
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Cerejeira, Jorge Fernando Gonçalves. "Empresa de formação técnica certificada em Angola." Master's thesis, Instituto Superior de Economia e Gestão, 2019. http://hdl.handle.net/10400.5/20216.
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Mestrado em Ciências EmpresariaisO presente Trabalho Final de Mestrado tem como finalidade a criação de uma empresa de formacão em Angola de blended learning - que permita o acesso dos angolanos a formacão técnica e certificada a baixo custo. Pretende ser uma empresa que assenta em dois vetores: retalho e corporate.
The purpose of this Final Master's Work is to start a training company in Angola of blended-learning - which may allow Angolans to access technical and certified training at low cost. It is intended to be a company that rests in two vectors: retail and corporate.
info:eu-repo/semantics/publishedVersion
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Lucchi, Asia. "Studio e Sperimentazione di Chatbot Generative allo Stato dell’Arte con Applicazione alla Pandemia da Covid19." Bachelor's thesis, Alma Mater Studiorum - Università di Bologna, 2020. http://amslaurea.unibo.it/21611/.
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Fin dalla nascita dei primi calcolatori, gli studiosi sono risultati tanto affascinati quanto allarmati dall'idea di costruire un sistema che potesse pensare ed agire razionalmente, come un essere umano. Una delle caratteristiche fondamentali che le Intelligenze Artificiali devono possedere per apparire intelligenti è la capacità di conversare come esseri umani, riuscendo a comprendere ciò che dice l'interlocutore in tutte le sue sfumature e formulando una risposta non solo corretta, ma realistica.
Anche se attualmente le chatbot sono principalmente usate dalle aziende come operatori virtuali per rispondere alle domande dei clienti con alcune frasi standard, l'obiettivo primario della ricerca è lo sviluppo di prototipi il cui unico scopo è l'interazione empatica con l'essere umano.
Nel lavoro di tesi vengono approfondite tecnologie e le innovazioni più recenti legate all'evoluzione delle chatbot. Si discute delle varie tipologie di chatbot esistenti, delle architetture su cui sono basate, dei modelli di riferimento con le loro problematiche e dei sistemi all'avanguardia prodotti da noti gruppi di ricerca high-tech. Infine si utilizza uno di tali sistemi per sviluppare una chatbot in grado di fare conversazione sul COVID-19.
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Alzahrani, Sahar Matar. "Towards enhancement and assessment models and a measuring scale for language learner autonomy in a 21st century blended learning environment in tertiary education : an intervention study in Saudi Arabia." Thesis, University of Southampton, 2016. https://eprints.soton.ac.uk/412009/.
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This research reports on an intervention study which aims to examine and enhance the language learner autonomy (LLA) of a group of Saudi students at tertiary level following a blended course and to assess the improvement in their LLA after the intervention. Thus, this study proposes two research models: one for the enhancement and another for the assessment of LLA in the 21st century and establishes a scale for the measurement of LLA. The study was conducted in a semester-long (13 weeks) undergraduate Medicine ESP Course in Saudi Arabia. The blended course was taught to two groups of Medicine students in their preparatory year (online and offline). The mixed-method design of this research uses an experiment to investigate the effect of the online mode on the enhancement of LLA and a case study to further explore the construct of LLA and the way improvement in LLA was taking place besides validating the proposed measurement scale. Little’s (1999; 2001) model for the enhancement of LLA, with its three interrelated principles, was expanded using Schwienhorst’s (2008) suggestion. Learner training was provided to students to enhance their metacognitive knowledge and to improve their skills and competences in language learning. Medical English content relevant to their subject was selected for the supplementary material to increase the learners’ motivation to engage. As the research goal was to enhance LLA, there was no particular focus on language skills. Language learning strategies as the underpinning pedagogical framework were tailored in a task-based format to design the supplementary component of the blend. A variety of learning/ teaching approaches were also deployed in the tasks chosen for the course content. These support the learners’ cognitive engagement and interaction in a collaborative way to exploit the learners’ cognitive and social dimensions in line with recent views of learner autonomy in the language classroom (e.g. Vygotsky, 1978; Dam, 1995; Seeman and Tavares, 2000; Thomsen, 2000; Little, 2001; Lamb, 2010; Benson, 2011; and Tassinari, 2012, 2015). The supplementary component of the blend was used with on- and off-line treatment groups and these two different modes aim to test the impact of technology on the enhanced LLA. Tools built into a Virtual Learning Environment (VLE), Desire2Learn, were used in the design of the online element of the blended course. For the assessment of LLA, quantitative and qualitative methods were triangulated in a mixed method research approach to look at it through the learner voice and metacognition (process perspective) as well as through the learner gained tests scores (product perspective) as LLA is a combination of observable and non observable behaviours. A model was developed to assess LLA starting with the quantitative measurement and moving on to the qualitative part of the assessment to test the reliability of the measuring scale. To overcome the problem that LLA is an unsteady state, the assessment model integrates summative and formative assessment methods. Findings from the integrated data types shows that the training is more important for the development of LLA than the technology, but technology is effective in making a difference between individuals in the improvement in LLA capacities mainly confidence, reflection, planning, and learning management. It also finds that learners’ language proficiency is a key indicator for their LLA and that the assessment of LLA helps to better understand the process of LLA enhancement and the potential factors that might influence learners’ LLA. Finally, the qualitative part of the assessment helps to capture the effect of learners’ willingness (attitude and belief) on their readiness to accept the effort exerted to enhance their LLA which illustrates the need for examining learners’ readiness before starting any plan for LLA enhancement.
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Blundell, Gregory Edgar. "A DISRUPTION OF ONLINE LEARNING COURSE DESIGN:COMPARING SELF-REPORTED LEVELS OF FACULTY SATISFACTION WITH ONLINE COURSES CREATED APPLYING THE 2011-2013 EDITION OF THE QUALITY MATTERS™ RUBRIC STANDARDS TO THOSE ONLINE COURSES CREATED WITHOUT." Kent State University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=kent1426268368.
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Chia-Jung, Lin, and 林佳蓉. "The Effect of Blended Learning Model in Mathematic Learning and Learning Attitude of Elementary Students." Thesis, 2007. http://ndltd.ncl.edu.tw/handle/64339273110942146197.
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碩士國立屏東教育大學
教育行政研究所
95
The purpose of this study was to investigate the effect of Blended-Learning model in mathematic learning and learning attitude. Furthermore, this study also understood the mathematic achievement from different genders and learning abilities after accepting different teaching methods. Quasi-experimental research was adopted in this study. 134 students from four classes of fifth grade in Po-Ai Elementary School, Kaohsiung, were divided into low and high levels accordance with their mathematic grades. Boys and girls were then divided into different groups at random. Each group had five to six students and went through eighteen hours, total nine weeks experimental course. Before the course, both the high and low-level groups took a pre-test of mathematics attitude scale. Students’ mathematic grades from the second semester of forth grade were adopted as the grade of pre-test of mathematic achievement. In one week after the course finished, the two groups took a post-test of mathematics attitude. After every teaching session, students had session achievement test. The average grade of six-time tests was the post-test of mathematic achievement grade. The experimental group fills a Web-Based Learning Questionnaire. Concluding the analysis from the experiment was as following: 1.Students who were taught in Blended-Learning model had higher grades on mathematic achievement than those who were taught in the traditional model. 2.Students who were taught in Blended-Learning model had higher grades on mathematic attitude than those who were taught in the traditional model. 3.There was no significant difference between different genders in different model on mathematic achievement. 4.There was no significant difference between different genders in different model on mathematic attitude. 5.There was no significant difference between different levels in different model on mathematic achievement. 6.There was no significant difference between different levels in different model on mathematic attitude. 7.Students in the experimental group presents positive in Blended-Learning model. This model facilitates mathematic learning through fictitious online classroom. It also helped for students presenting their opinions. Moreover, it improved the interaction within peers and between students and teachers. Students benefited from the group discussions and learning cooperation.
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Lai, Chen-Ling, and 賴貞伶. "The learning effect of blended learning model on biological cell unit of seventh grade students." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/m9v987.
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Wu, Chia-Hao, and 吳佳豪. "An Individual Blended Mathematics Teaching and Learning Model Based on eBook Conception." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/33556605950419136828.
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碩士嶺東科技大學
資訊科技應用研究所
101
This research presents an individual blended mathematics teaching model, it follows the mathematics competence indicators of grade 1-9 curriculum guidelines to design the mathematics course contents, then presents an eBook software based supplementary mathematics courses for lower grade elementary schools; this study combines multimedia materials, to design interactive exercises for adaptive learning; the course contents are grouped into three difficulty levels. After the lectures, students use mobile devices to perform individual practices; the proceeding is recorded for teachers to evaluate students’ learning progress, to improve students’ interest and participation in mathematics classes, and to achieve the goal of the individual teaching and learning model.
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LI, CHENG-YING, and 李承頴. "Exploring the Impact of Learning Outcomes Using the Rotation Model to Build a Blended Learning Platform." Thesis, 2019. http://ndltd.ncl.edu.tw/handle/yt65bp.
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碩士朝陽科技大學
資訊管理系
107
Many scholars believe that blended learning can achieve student-centred teaching, and from the result of research can also be found that blended learning can improve learner’s interest in learning, motivation and learning outcome. In Taiwan, teacher who use blended learning as a teaching method usually use common platforms such as Uniform Education Platform, PaGamO, LINE, etc to implement their own teaching desing. However, because each platform has it own place of characteristic. For eample, the Uniform Education Platform is more complete for student’s mathematics learning analysis. They can arrange assignments to help teachers master the student’s schooling status, while the LINE allows student to discuss questions in the group. The PaGamO platform can enhance student’s interest in learning. With Learnmode, the platform what can that teacher prepare lessons together, or upload customized resource, etc. However, because of the information gap between the platforms, the information islands are caused. Therefore, this study explores the strengths of a learning platform and designs a learning platform that can be used for the blended learning with Station-Rotation model. Integrate all the platform benefits to explore what information can be observed in the data after each system is opened, help the teacher to have a clearer grasp of students because they have more information. That will help teacher attention to the teaching habits, and can further adjust their teaching design, teaching content, teaching strategies and the quality of the teacher’s teaching and student’s learning.
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Huang, Shih-Feng, and 黃世豐. "The Effect of Learning Achievement and Learning Attitude by Using Blended Learning Model and Integrating IT Model in a Recorder Learning Lesson for Elementary Students." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/61580944855706606383.
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碩士立德大學
資訊傳播研究所
97
Blended learning idea becomes more and more popular in recent years. According to the literature survey, blended learning can improve the learning effects, increase the benefit, extend the outcomes, and create a flexible learning environment. From these viewpoints, the author formulates to establish a blended learning mode and environment by applying ADDIE instructional design phases (Analysis, Design, Development, Implementation and Evaluation) for a recorder lesson；to compare with the students’ learning attitude and performance between “Blended Learning Integrated Recorder Lesson”and “Information Technology Integrated Recorder Lesson”. This study uses the quasui-experimental design. It sampled fifth graders of one elementary echool in Chang-hua County .They are divided into an experiment group and a controlled group. The students of the experiment group are taught by way of integrating blended learning for their recorder lesson. The students of the controlled group are taught by way of integrating information technology for recorder lesson (using Powerpoint as the instructional tool in recorder lesson). The experimental teaching period took six classes in six weeks. Three assessment tools are conducted which include “Recorder Learning Attitudes Questionnaire”, “Recorder Learning Achievement(science and playing skills) Test” and “Blended Learning Integrated Recorder Lesson Satisfaction Questionnaire”, designed by the author. The data is processed by statistics methods such as descriptive statistics, T-test and One-way ANOVA. The conclusions were the following: 1. Students who accepted “Blended Learning integrated recorder lesson” did not perform better achievement(science) in recorder lesson than the students who taught by “Information Technology Integrated Recorder Lesson”. 2. Students who accepted “Blended Learning integrated recorder lesson” did not perform better achievement(playing skills)in recorder lesson than the students who taught by “Information Technology Integrated Recorder Lesson”. 3. Students who accepted “Blended Learning integrated recorder lesson” did not perform better attitudes in recorder lesson than the students who taught by “Information Technology Integrated Recorder Lesson”. 4. In most of students who accepted “Blended Learning Integrated recorder lesson had higher satisfactory. Based on the results of the research, this study will provide recommendations to educational administrators, teachers and further researchers.
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Davidson, Lindsay. "Educational Innovation in an Undergraduate Medical Course: Implementation of a Blended e-Learning, Team-Based Learning Model." Thesis, 2009. http://hdl.handle.net/1974/1667.
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Medical education has been the subject of ongoing reform since the second part of the 18th century (Papa & Harasym, 1999). Most recently, medical education has been redefined to include a broad set of competencies over and above traditional expertise. In an attempt to facilitate this approach, different instructional models have been proposed. Most of these seek to foster learner engagement and active participation and promote life-long learning. Nevertheless, there is no consensus amongst medical educators about the optimal way to teach future physicians.
Despite the efforts of both researchers and local champions, instructional innovations frequently fail. Fullan (2001) ascribes this to faulty assumptions on the part of planners as well as to the inherent complexity of the organizations involved, further stating that effective change requires some degree of reculturing. This study examines the process of educational change in an undergraduate medical course over a three-year period. Formerly taught exclusively by large class lectures, the course was redesigned to include a blend of e-learning and Team-Based Learning (TBL). The process of change is described and viewed in parallel from the perspectives of both student and teacher while uncovering contextual and process elements that contributed to the outcome.
Shifting student attitudes to teaching and learning were identified over time, suggesting that these evolve in parallel to faculty experience implementing a new teaching strategy. Van Melle (2005) has suggested that acceptance of educational innovation is dependent on the environment and organizational context. The results of this study highlight the importance of these factors in the successful introduction of a new instructional paradigm as well as the value of longitudinal evaluation of instructional changes in order to better understand their transformational potential.Thesis (Master, Education) -- Queen's University, 2009-01-24 10:02:24.877
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Tzu-Chien, Hung, and 洪子謙. "An Action Research of Blended-learning Model on Web-design Teaching of the Elementary School." Thesis, 2008. http://ndltd.ncl.edu.tw/handle/46221351996327874539.
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碩士臺北市立教育大學
數學資訊教育學系數學資訊教育教學碩士學位
96
The purpose of this study is to apply blended learning model to web design instruction in an elementary school setting through the method of an action research. The research subjects of this study are students from a 6th-grade class. First, the aim is to investigate the background of the students to web design and blended learning. Second, the reflecting cyclic process including plan, action, observation, and introspection is carried out to understand the implementing process of applying blended learning to web design instruction and to study the effects on student web design learning. Furthermore, data are collected from platform records, instructor’s reflection journals, students’ works, questionnaires, and interviews. Finally, in order to construct a better learning environment for students, the researcher introspects constantly, finds solutions to problems, and adapts teaching strategies. The findings are as follows: 1. More than 90 percent of the students have a computer and broadband network at home. Among the research subjects, six students own a personal computer, and the remaining must share the computer with their families. Most of them have an e-mail account. They usually contact with others via Yahoo MSN. 2. On Wednesdays, Fridays, and weekends, students usually use the computer and visit E-learning websites as well. On weekdays, 30 percent of the students visit E-learning websites right after school or after 9 PM, and 40 percent of them after dinner and before 9 PM. On weekends, 60 percent visit E-learning websites in the afternoon or at night. 3. During the teaching process of blended learning C+E model, students are not active in the forum section since the contents and questions proposed cannot be clearly described. Therefore, when students encounter any problems about web design, they prefer to ask their classmates and teacher for help.In addition, some students are not engaged in E-learning before the instruction. 4. Blended learning provides plenty of learning resources in the aspect of web design learning and it also effectively promotes the rate of completion of webpage production. 5. E-learning websites provides a bridge between the instructor and the learners. Moreover, web design instruction can be extended from traditional computer clusters to virtual classrooms. 6. Both students and parents have positive thinking as well as optimistic attitude toward blended learning.
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Tseng, Chao-Tsung, and 曾朝宗. "A Study of a Blended Model Learning Community: A Case Study of Tamkang Principals’ Classroom." Thesis, 2005. http://ndltd.ncl.edu.tw/handle/72076593187480749407.
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碩士淡江大學
教育科技學系碩士班
93
The purpose of this research is to study the impact of a blended learning community on 38 principals, who learn together in a professional development community, which processes the characteristics of a physical community and a virtual one. This blended model expects to reinforce the advantages and compensate the disadvantages of two different learning communities. In addition to designing, operating, managing, and maintaining the website of “Tamkang Principals’ Classroom,” the researcher also joins the physical courses to observe and participate in the learning activities. This research draws the following findings: 1.The guidance of the professors and the discussions in the physical courses promote the principals’ professional growth. 2.The case writings, sharing and discussion broaden the managerial spectrum of the principals 3.A good classroom flow as well as good teaching strategies is critical for the physical courses. 4.The trust among community members, the network security and the website security affect the principals’ participation level in the online community. 5."Time", "information literacy", and "the website usability" influence the members’ participation level in the website. 6.The development of an online community needs to involve the participation of the domain experts. 7.The principals think that professionally speaking, they do benefit a great deal from the participation in "Tamkang Principals’ Classroom." 8.Most of the principals agree that after participating in this learning program, they have grow a lot in terms of leadership, and they would like to apply what they have learned to their work. The suggestions are as follows: 1.The design of a blended learning community should be flexible in terms of time and location. 2.The design and arrangement of the blended model learning community should have sufficient sharing and exchanges. 3.The participants in a blended model learning community should establish their understanding and trust to promote learning. 4.In the planning of a community website, we should conduct user analysis first so as to design the interface and function that meet users’ needs. 5.In the use of community website, we should provide the user with training, invite the specialists to manage the community, and include the experts to encourage members’ sharing and the interaction. 6.The content of community website should union entity activity, make the study to be allowed to extend. 7.The educational authorities should have a systematic plan regarding principals’ professional development. 8.Principals should participate in official of unofficial principal’s professional development activities or organizations. 9.In addition to specialized knowledge, principals’ professional development should take into consideration social changes and educational reforms. They should also strengthen information literacy, foreign language proficiency and the ability of time management.
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Mosiane, Kim Kagiso. "Student perspectives on the adoption of a blended learning model for the Tshwane University of Technology." 2015. http://encore.tut.ac.za/iii/cpro/DigitalItemViewPage.external?sp=1001906.
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M. Tech. Business AdministrationThe study was conducted at Tshwane University of Technology (TUT) Business School in order to assess the degree of interest in the blended method of teaching and learning among Business School students. The study was based on a sample of size 50 students who were enrolled as Year III students while the study was being conducted at the Business School. Data was collected by using a structured, pre-tested and validated questionnaire of study from each of the 50 students who took part in the study. Data analyses were performed by using methods such as frequency tables, Fisher’s exact tests of associations and Marcov Chain Monte Carlo (MCMC) algorithms or Bayesian analysis.
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Chang, Chun-min, and 張鈞閔. "The study of The Blended Learning Model An Example of the paper-cut course marine biology aquarium." Thesis, 2003. http://ndltd.ncl.edu.tw/handle/81681946347971195184.
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碩士中國文化大學
資訊管理研究所碩士在職專班
92
A course of marine biology aquarium for sixth grade of primary school in Taiwan could be taught by 「The Blended Learning Model」（BLM）method . In this research， we not only explained how to develop the BLM the paper-cut course Marine Biology and Aquarium （BLM-P[M&A]） for teaching ， but also choose two classes of sixth grade students as our examples to prove the effects of BLM-P（M&A）teaching . The course includes the marine biology and aquarium museum visited and multimedia learning and paper-cut practical teaching . At the end of the visit , all students have to summit some formative evaluation . The final summative evaluation was from the teamwork on the paper-cut practical making and the questionnaire of teachers and students response. The conclusions are the BLM-P（M&A）was a new concept of course development in primary school and was an effect of teaching course. The discussion was the other courses can introduce the BLM-P（M&A）to teaching and will be popular in the near future.
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Zavolodko, H., and N. Haidar. "3D Printing in Online Education." Thesis, 2020. https://openarchive.nure.ua/handle/document/17545.
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The review object is the subsystem verification and printing 3D-model online learning system mixed type. To do this, a review of analogues, technologies, stages of printing were identified. The aim is to design with IP topics that uses the additive technologies in the educational process. In the given IDEF – diagram describing the function of the system; authentication rules, verification of 3D-models, sending the model to print, selecting a device online, and basic screen forms.
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Chun-YenHuang and 黃鈞彥. "Developing an Activity System-based Process Model in Augmented Reality-based Blended Learning for Natural Science Course in Elementary School." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/x9eg85.
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