Página 1 dos resultados de 527 itens digitais encontrados em 0.006 segundos

A configuração de comunidades de aprendizagem em blended learning no ensino superior

Moreira, J. António; Almeida, Ana Cristina
Fonte: Instituto de Educação- Universidade do Minho Publicador: Instituto de Educação- Universidade do Minho
Tipo: Conferência ou Objeto de Conferência
Publicado em //2011 POR
Relevância na Pesquisa
66.68%
VII Conferência Internacional de TIC na Educação, realizada em Braga; Em tempos de profundas transformações sociais, económicas e culturais e vertiginosa evolução das tecnologias de informação e da comunicação deparamo-nos com a necessidade de redefinir pedagogia, também, no Ensino Superior. O enfoque nas competências e o apelo à mobilidade pelo Processo de Bolonha convidam a um paradigma educacional que privilegie novas formas de pensar, desenvolver e avaliar os processos de formação centrados no estudante e nas suas estratégias de autorregulação e domínio de ferramentas mediatizadas pelas oportunidades tecnológicas e reflexividade em parceria, sob supervisão dos professores facilitadores da aprendizagem. Este trabalho visa, pois, ilustrar a operatividade de modelos em blended learning, analisando o impacto de novos cenários de aprendizagem na criação de comunidades, de aprendizagem baseada em problemas. Para tal, exploramos relações possíveis entre modalidades de ensino presencial e online, em que a relação pedagógica estabelecida face-a-face é confrontada com a criação de comunidades virtuais de aprendizagem e de investigação.; When there are profound social...

Blended learning

Lencastre, José Alberto; Coutinho, Clara Pereira
Fonte: IGI Global Publicador: IGI Global
Tipo: Parte de Livro
Publicado em //2015 ENG
Relevância na Pesquisa
66.71%
In recent years, the training initiatives in blended learning increased enormously as a result of the different demands to integrate the Information and Communication Technologies (ICT) in educational systems. In Higher Education, the blend approach is highly pursued because of its unique flexibility that allows the teacher to propose, in every situation, more advantageous train- ing solutions for their students, contrary to mandatory classroom in Basic and Secondary schools. It seems that the blended learning approach, a concept often bordering others such as e-learning, distance education, online learning or open learning, allows you to get the best of both worlds, the face-to-face and the virtual, and be an alternative to the traditional classroom teaching models and to enhance the new forms of electronic learning environments that use only the virtual and the distance. The blended learning approach seems to have the advantages of some of the concepts described, as the flexibility to determine their own pace of learning, and removes the greater disadvantage which is the lack of human contact with colleagues and teacher.; CIEC – Research Centre on Child Studies, IE, UMinho (FCT R&D unit 317), Portugal

Avaliação em contextos de blended learning no ensino superior

Pombo, Lúcia Maria Teixeira
Fonte: Universidade de Aveiro Publicador: Universidade de Aveiro
Tipo: Tese de Doutorado
ENG
Relevância na Pesquisa
66.71%
The increasing complexity of the Information Society and the Bologna Declaration in the European context has led Higher Education (HE) institutions to revise their curricula courses, as far as the adoption of new strategies for teaching and learning as well as evaluation are concerned. It can also be emphasized that there has been a growing use of eLearning and of blended learning (bLearning) in HE, since these modes of training seem to be a very convenient option for lifelong learning. In this context, quality is taken as an essential goal in the development of the European Space for Education and Training, where HE institutions compete among themselves, and where evaluation is determinant as a promoter of this quality. Considering the problems summarized above, the research developed, based on four published scientific papers, intended to answer a set of research questions related to evaluation of bLearning contexts in HE. The study used diverse techniques and instruments (questionnaires, document analysis, and observation mediated technologies) spanning two methodological approaches: i) study of descriptive and exploratory nature and ii) case studies of bLearning modules. In the first approach an evaluation model for bLearning courses was developed...

Conhecimento distribuído com a web 2.0: Perceções de docentes em relação a uma ação de formação em regime de blended-learning

Santos, Óscar Leal dos; Jorge, Idalina
Fonte: Instituto de Educação da Universidade de Lisboa Publicador: Instituto de Educação da Universidade de Lisboa
Tipo: Conferência ou Objeto de Conferência
Publicado em 01/12/2012 POR
Relevância na Pesquisa
66.63%
Este trabalho teve por objetivo avaliar as perceções de 86 docentes em relação a uma ação de formação online realizada no contexto de formação contínua de professores, pertencentes a 20 Agrupamentos de Escolas dos concelhos de Sesimbra, Setúbal e Palmela. A ação de formação creditada com o título “Conhecimento Distribuído com a Web 2.0” foi realizada pelo Centro de Formação Ordem de Santiago em regime de blended learning. Foi concebida com o objetivo de criar materiais didáticos em formato digital, para organização e partilha de informação e criação de conhecimento e de autoformação por parte dos docentes. Foi construído um ambiente de aprendizagem suportado na plataforma de comunicação Ning. No fim da ação foi aplicado um questionário de avaliação das diversas dimensões do curso que constituiu a base para o estudo que aqui se apresenta. As dimensões avaliadas foram 1) design da plataforma, 2) estratégias e atividades, 3) conteúdos, 4) materiais, 5) gestão do tempo, 6) tutoria, 7) interação online, 8) atitude em relação ao ensino online e 9) disponibilidade para frequentar o ensino online. Os professores foram ainda indagados acerca do regime utilizado e sobre a possibilidade de voltarem a frequentar ações de formação em regime de blended learning. Os resultados obtidos revelam que os docentes têm perceções bastante positivas sobre a aprendizagem online. A larga maioria dos docentes (82...

Technology supported, self-directed learning: an investigation of blended learning and online assessment on a pre-service teacher education

Scanlon, Greg
Fonte: University of Limerick, Department of Education & Professional Studies Publicador: University of Limerick, Department of Education & Professional Studies
Tipo: Master thesis (Research); all_ul_research; ul_theses_dissertations; none
ENG
Relevância na Pesquisa
66.65%
non-peer-reviewed; This study aimed to explore the use of a blended learning course of study on an undergraduate teacher programme in the Republic of Ireland. The study aimed to examine the use of a blend of online learning with face-to-face tuition and web-based assessment. The study also aimed to investigate students’ reactions to the course of study by examining their levels of participation and investigating the extent to which the course may have influenced their attitudes to the use of ICT in teaching and learning. The study was exploratory in nature and employed a case study methodology which involved the use of online surveys, the collection of students’ responses to formative assessment questions as well as summative assessment grades, the analysis of online logs to determine levels of participation, student focus groups and tutor observation. The study found that student engagement with the course was both widespread and enlightening, student enthusiasm for the use of information technology in education was almost ubiquitous and most students expressed a desire to utilise the technology as part of their teaching. The study also found that the course was instrumental in causing a change in attitude in favour of the use of blended learning as a tool to enhance teaching and learning for a majority of this student cohort. These findings suggest that student-teachers are willing and able to engage with a self-directed...

Approaches to the use of blended learning in teaching tectonics of design to architecture/design and architectural engineering students

Shannon, S.; Francis, R.; Chooi, Y.; Ng, S.
Fonte: University of Sydney Publicador: University of Sydney
Tipo: Artigo de Revista Científica
Publicado em //2013 EN
Relevância na Pesquisa
66.73%
The introduction of online components into traditional face-to-face tertiary learning environments is commonplace to develop what is termed as an integrated blended learning environment. This research uses case study methodology to report on the introduction of blended learning for architecture and architectural engineering students in a construction and design subject that had predominantly been taught face to face. Using quantitative and qualitative measures of engagement, it evaluates the relationship between what students do to learn and their learning outcomes. This study finds that students who refrain from engagement in the blended online environment do not prosper academically; conversely, there is no loss of academic conceptualization when face-to-face teaching is replaced by other forms of engagement. Clarifying subject information, balancing independent and group learning, making staff expectations clear and providing adequate feedback are recommended for the adoption of blended learning in similar subjects.; Susan J. Shannon, Rebecca L. Francis, Yee Leng Chooi and Sher Lynn Ng

Engaging with blended learning to improve students’ learning outcomes

Francis, R.; Shannon, S.
Fonte: Taylor & Francis Ltd. Publicador: Taylor & Francis Ltd.
Tipo: Artigo de Revista Científica
Publicado em //2013 EN
Relevância na Pesquisa
66.8%
When blended learning is embraced to enhance learning in engineering (architectural), design and architecture, we argue it is a best-practice instructional mode. Blended learning is the seamless amalgamation of carefully selected online modules with face-to-face instruction. This paper evaluates case studies of the introduction of blended learning in these disciplines. It demonstrates that students who do not engage with blended learning are academically disadvantaged. Alignment of the blended mode of delivery and the mode of assessment is next considered. Two case studies of the introduction of blended modes of assessment, for improved student satisfaction with feedback, are evaluated. Finally, the reliance upon non-faculty to provide both blended learning and assessment is evaluated using qualitative research methods to establish the barriers to adoption of what is now considered best educational practice.; Rebecca Francis and Susan J. Shannon

Blended learning and the European Higher Education Area: the use of webquests

Baelo, Sonia
Fonte: Universidad de Granada Publicador: Universidad de Granada
Tipo: Artigo de Revista Científica
ENG
Relevância na Pesquisa
66.77%
This paper deals with the new pedagogical approaches that the European Higher Education Area (EHEA) demands in the university system and proposes blended learning as an effective means to meet these demands. Blended learning refers to language courses that combine the use of technology and distant learning with face-toface classes. WebQuests, which are inquiry-oriented activities that elicit higher-order thinking, can be easily combined with face-to-face classroom activities. This blended learning methodology can be an adequate means to adapt language subjects to the EHEA demands. Blended learning and WebQuests elicit higher order thinking, foster the development of instrumental systemic and interpersonal competences and can be easily integrated in an accumulation and transfer system based on ECTS credits.; Este art??culo gira en torno a las nuevas aproximaciones pedag??gicas que el Espacio Europeo de Educaci??n Superior (EEES) demanda en el sistema universitario y propone la formaci??n combinada o blended learning como un modo efectivo de cumplir estas demandas. La formaci??n combinada se refiere a los cursos de idiomas que combinan el uso de nuevas tecnolog??as y el aprendizaje a distancia con clases presenciales. Las WebQuests...

Modelo de an??lisis de metodolog??as did??cticas semipresenciales blended learning en Educaci??n Superior

G??miz-S??nchez, Vanesa; Gallego-Arrufat, Mar??a Jes??s
Fonte: Universidad Nacional de Educaci??n a Distancia (UNED) Publicador: Universidad Nacional de Educaci??n a Distancia (UNED)
Tipo: Artigo de Revista Científica
SPA
Relevância na Pesquisa
66.79%
En esta investigaci??n experimentamos un modelo multidimensional para el an??lisis de metodolog??as blended learning en Educaci??n Superior. Incluye la opini??n de estudiantes de Educaci??n sobre la formaci??n online y el papel del profesorado, y un modelo basado en las categor??as: actuaci??n del estudiante; actuaci??n del docente; opini??n sobre la modalidad de aprendizaje; y estad??sticas de acceso y uso de la plataforma. Comprobamos que las metodolog??as did??cticas basadas en el blended learning pueden resultar beneficiosas para los cambios que se est??n realizando en la Educaci??n Superior en su proceso de convergencia hacia el EEES, seg??n la opini??n de los estudiantes antes y despu??s de desarrollar un proceso de aprendizaje semipresencial, adem??s de cuantificar la relaci??n entre la participaci??n, seg??n las estad??sticas de acceso, y sus resultados acad??micos. A trav??s de un enfoque mixto obtenemos datos cuantitativos (items escala likert en cuestionarios) y cualitativos (foros y preguntas abiertas) que nos llevan a comprobar que, seg??n la perspectiva de los estudiantes, es un camino m??s favorable que el tradicional, si bien cabe reflexionar sobre los aspectos negativos (entre los que destaca que los estudiantes consideran que el trabajo realizado en una asignatura semipresencial es significativamente mayor)...

Definição do conceito de blended learning. Proposta metodológica no quadro da terminologia de base conceptual

Fernandes, Joana Alexandra de Sousa e Castro Teixeira
Fonte: Universidade Nova de Lisboa Publicador: Universidade Nova de Lisboa
Tipo: Tese de Doutorado
Publicado em /07/2015 POR
Relevância na Pesquisa
66.77%
Sustentado numa abordagem conceptual da Terminologia, o trabalho de investigação que a seguir se desenvolve visa propor um cenário de resposta à questão: como se define o blended learning no contexto educativo de Ensino Superior Pós-Bolonha? A necessidade de compreender, delimitar e harmonizar o conceito de blended learning no panorama actual do Ensino Superior, resulta do pressuposto de que muito embora proliferem descrições de práticas e modelos para a sua operacionalização de reconhecida qualidade - tal como sucede com outros conceitos sob alçada da educação a distância - a reflexão teórica é ainda insuficiente. Com efeito, para responder à questão supra-colocada, propõe-se o desenho de uma metodologia para construção de uma definição intensional do conceito de blended learning que herde, subsuma e melhore o conhecimento existente, identificado através da análise de texto para fins onomasiológicos e de um processo de elicitação de conhecimento tácito e de negociação discursiva junto de sujeitos especializados. A proposta de desenho metodológico que neste trabalho de esboça escora-se globalmente em três etapas: (1) etapa exploratória do domínio-objecto de estudo; (2) etapa de análise onamasiológica de evidência textual e discursiva; (3) etapa de modelização e de validação de resultados. Pretende-se...

Implementing a blended learning approach in a further education college : a case study

Martin, Aileen
Fonte: University of Limerick, Department of Education and Professional Studies Publicador: University of Limerick, Department of Education and Professional Studies
Tipo: Master thesis (Taught); all_ul_research; ul_theses_dissertations; none
ENG
Relevância na Pesquisa
66.79%
non-peer-reviewed; Blended or hybrid learning refers to learning which is provided through any combination of instructional modalities, both physical and virtual. It combines concepts, methods, processes, tools and pedagogic styles to achieve a holistic learner centred approach to teaching and learning and has become evermore dynamic thanks to the evolution of web 2.0 technologies and open source software. The operational delivery of blended learning can also be supported by the use of a Course Management System on both an educational and administrative level. The purpose of this case study was to examine the development, documentation and implementation of such a system of flexible and personalised blended learning into a further education setting, which could then be used to increase learner choice in diverse aspects of their learning experience. The further education sector was chosen as the setting for this research because of the diversity it provides both in the courses it offers and the learners that are involved. Such diversity is suited to the socioconstructivist principles that underlie the concept of blended learning. The research was carried out at a further education college located in Co. Westmeath, Ireland. The research group comprised of 87 first year students attending a FETAC Social Care Course along with teachers involved with the social care course and college management. During a 5 month period...

Perspectiva de la convergencia pedagógica y tecnológica en la modalidad blended learning; Perspective of Pedagogical and Technological Convergence in Blended Learning

Turpo Gebera, Osbaldo
Fonte: Universidade de Múrcia Publicador: Universidade de Múrcia
Tipo: Artigo de Revista Científica Formato: application/pdf
SPA
Relevância na Pesquisa
66.73%
Desde su presencia en el contexto educativo, el Blended Learning emerge como una modalidad con identidad propia. Conforme a su evolución, discurre por contextos configurados por la presencialidad y virtualidad. En un primer estadio, se sitúa como una modalidad mixta o de combinación; posteriormente avanzo a una integración, que supuso la dilución de sus componentes. La progresiva evolución social, tecnológica y cultural hacia la convergencia, entendida como una estrategia de integración de sistemas para la redifinición de la industria del conocimiento, aporta en la actualidad, un nuevo norte a la modalidad, dada la confluencia de las mediaciones pedagógicas y tecnológicas en el proceso formativo. Este posicionamiento lo ubica dentro de una nueva tendencia, que más que una posibilidad, representa una realidad más explicable sobre el devenir del Blended Learning.; Since its emergence in the educational context, Blended Learning emerges as a modality with its own identity. As it evolves, it moves in contexts configured by presence-based and virtual modes. In a first stage, it stands as a mixed or combined mode, then it advances to an integration, which resulted in the dilution of its components. The progressive social, technological...

B-learning quality: dimensions, criteria and pedagogical approach

Peres, P.; Lima, V.; Lima, L.
Fonte: European Journal of Open, Distance and E-Learning Publicador: European Journal of Open, Distance and E-Learning
Tipo: Artigo de Revista Científica
Publicado em //2014 ENG
Relevância na Pesquisa
66.61%
Measuring the quality of a b-learning environment is critical to determine the success of a b-learning course. Several initiatives have been recently conducted on benchmarking and quality in e-learning. Despite these efforts in defining and examining quality issues concerning online courses, a defining instrument to evaluate quality is one of the key challenges for blended learning, since it incorporates both traditional and online instruction methods. For this paper, six frameworks for quality assessment of technological enhanced learning were examined and compared regarding similarities and differences. These frameworks aim at the same global objective: the quality of e-learning environment/products. They present different perspectives but also many common issues. Some of them are more specific and related to the course and other are more global and related to institutional aspects. In this work we collected and arrange all the quality criteria identified in order to get a more complete framework and determine if it fits our b-learning environment. We also included elements related to our own b-learning research and experience, acquired during more than 10 years of experience. As a result we have create a new quality reference with a set of dimensions and criteria that should be taken into account when you are analyzing...

Foros de discusión para el desarrollo de habilidades cognitivas en un curso blended learning de Física I

Sanabria, Irma; Gisbert, Mercé; Ramirez, María; Téllez, Neyra
Fonte: Universidad de Carabobo Publicador: Universidad de Carabobo
Tipo: Artigo de Revista Científica
ES_ES
Relevância na Pesquisa
66.65%
Este trabajo describe el uso de los foros en un curso Blended Learning (BL) de Física I en la Universidad Nacional Experimental del Táchira, UNET, con énfasis en desarrollo de habilidades cognitivas (HC) para facilitar el aprendizaje de esta ciencia. Este curso combinó actividades y recursos presenciales y virtuales. Las principales actividades virtuales estaban relacionadas con propiciar las interacciones comunicativas entre estudiantes y entre estudiantes y profesor usando los foros como herramienta de comunicación. Esta interacción estuvo relacionada con los procesos de resolución de problemas, profundización y esclarecimiento de dudas de los temas tratados y desarrollo de HC. Se implementó el curso en dos semestres, 2009-1 (prueba piloto) y 2009-3 (recolección de datos). Se utilizó un enfoque cualitativo con una metodología mixta de recolección de información. El uso de los foros se analizó desde tres perspectivas: modelo pedagógico, rol del estudiante e interacciones comunicativas. Los resultados mostraron que los foros son una herramienta potencialmente didáctica cuya utilidad depende de la estrategia usada y de la habilidad del profesor para propiciar las interacciones que ayuden al estudiante a aprender física y desarrollar sus HC. También fueron usados por los estudiantes como “memoria intersubjetiva”. Palabras clave: Aprendizaje de la Física...

La modalidad educativa Blended Learning en las universidades de Iberoamérica : análisis y perspectivas de desarrollo

Turpo Gebera, Osbaldo
Fonte: Universidade Autônoma de Barcelona Publicador: Universidade Autônoma de Barcelona
Tipo: info:eu-repo/semantics/review; info:eu-repo/semantics/publishedVersion Formato: application/pdf
Publicado em //2012 SPA
Relevância na Pesquisa
66.69%
Una característica distintiva de la sociedad de la información es la amplia presencia de las tecnologías de la información y las comunicaciones (TIC) en los procesos educativos. Estas colaboran en la demanda y la satisfacción de las necesidades de los usuarios, mediante un acceso diversificado a las ofertas formativas, sin limitaciones de tiempo ni espacio. Este proceso sociotecnológico suscita en las universidades de Iberoamérica el desarrollo de innovaciones adaptadas a las condiciones educativas, mediante el uso de plataformas elec­trónicas y/u otros recursos tecnológicos (video/audioconferencia, Internet, etc.), como base de las actividades presenciales o de entornos virtuales o como una combinación de ambos (Blended Learning, semipresencial o modelo mixto). Esta última modalidad educativa, por las particularidades que la determinan, adquiere diversos matices y variadas represen­taciones, reflejando un acervo de conocimiento a ser compartido y sistematizado como referente de actuación. En ese sentido, el presente estudio observa la factibilidad, la viabilidad y las posibili­dades de aplicación y de adecuación de la modalidad a los diversos escenarios universitarios, y reseña las aportaciones pedagógicas y organizativas consideradas en los diseños educativos. Retos que las universidades de Iberoamérica asumen con el propósito de seguir (re)crean­do estas innovaciones...

Enhancing the student project team experience with blended learning techniques

Reichlmayr, Thomas
Fonte: IEEE Publicador: IEEE
Tipo: Proceedings
Relevância na Pesquisa
66.75%
Integrating student team projects into the engineering and computing curriculum presents a variety of challenges. At the Rochester Institute of Technology, the undergraduate introductory software engineering course has been redesigned from a traditional lecture-lab format to a project-centric studio format. The student team focus has allowed us to better incorporate active learning by promoting collaboration among students and instructors in the development of a term long software project. In order to make the studio format more effective we have adopted a blended learning approach. Blended learning aims to join the best of face-to-face classroom learning with the best of online teaching and learning to promote active independent learning and reduce class seat time. Student satisfaction in courses requiring a collaborative effort among their peers is heavily influenced by their project team experience. The use of blended learning techniques helps to make the experience a more satisfying one by increasing the effectiveness of collaboration in team activities and interaction with the instructor through the application of distance learning and social computing technologies. The challenges faced and the techniques and strategies utilized in the planning and delivery of the course will be discussed...

Blended learning pilot project

Vignare, Karen; Starenko, Michael
Fonte: Rochester Instituto de Tecnologia Publicador: Rochester Instituto de Tecnologia
Tipo: Trabalho em Andamento Formato: 263901 bytes; application/pdf
EN_US
Relevância na Pesquisa
66.89%
Blended Learning aims to join the best of classroom teaching and learning with the best of online teaching and learning. Interest in Blended Learning is growing, as more and more universities get accustomed to using a courseware management system, and as academic leaders increasingly endorse active learning and the effective use of instructional technology. Consequently, more and more universities are making Blended Learning (also known as hybrid, mixed-mode, or distributed learning) a regular option for teaching and taking courses. Alert to these early national trends, and prepared to build upon 25 years of experience in Distance Learning, RIT’s Online Learning Department initiated a Blended Learning Pilot Project in fall 2003. In its first year, the Blended Pilot included 26 courses taught by 25 faculty members; approximately 550 students were enrolled in these courses. All courses used the myCourses course management system. Major findings include the following: 1. Nearly 75% of all students in the pilot indicate they like the Blended Learning format and feel just as strongly that other students should be able to take a Blended course. 2. Course completion is excellent—less than 5% withdrew or failed the courses. 3. Students perceive they have both a greater amount of interaction and a greater quality of interaction with other students. 4. Survey comments reveal that students were excited by the relatively large number of instructional strategies used in Blended courses. 5. Faculty participants say they are energized...

A demonstration project: using published online and computer based instructional materials in distance learning, blended learning, and web enhanced courses.

Frank, Annunziata; Belle, Larry
Fonte: Rochester Instituto de Tecnologia Publicador: Rochester Instituto de Tecnologia
Tipo: Artigo de Revista Científica Formato: 1171968 bytes; application/msword
EN_US
Relevância na Pesquisa
66.72%
Our original proposal included designing, developing and delivering one entirely new distance learning history course, 302 Modern Europe and revising and upgrading an existing distance learning history course, 301 Modern America. Building these two courses would have resulted in two comprehensive bibliographies of online instructional resources, one for use in European history courses and one for use in American history courses, whether taught in distance learning or campus formats. Our experience in building these two courses using online instructional resources and the bibliographies that resulted were, in turn, intended to be used in a series of workshops for College of Liberal Arts faculty in how to locate and use readily available online instructional materials. The Learning Innovations Grant Committee recommended to the Provost, and he concurred, that only the first phase of our proposed project, designing, developing and delivering a distance learning version of 302 Modern Europe and developing a bibliography of online instructional resources for teaching modern European history be funded. Even though the proposed project was scaled down, the general hypothesis on which the project rested remained in tact : There exists an ample supply of high quality online instructional materials that can be located and used to construct effective and engaging undergraduate distance learning and blended learning courses in the social science and humanities. Existing online instructional materials are typically produced at considerable expense and often with notable technical sophistication by museums...

The influence of blended learning on student performance in an undergraduate occupational therapy curriculum

Ashton,Paula Barnard; Koch,Lindsay; Rothberg,Alan
Fonte: South African Journal of Occupational Therapy Publicador: South African Journal of Occupational Therapy
Tipo: Artigo de Revista Científica Formato: text/html
Publicado em 01/01/2014 EN
Relevância na Pesquisa
66.75%
Change is scary, especially when the world of technology, lecturers (digital immigrants) and students (digital natives) come together with learning in mind. Developing blended learning by integrating e-learning into an existing undergraduate Problem Based Learning (PBL) curriculum requires adaptable lecturers and the time for students to become habitual users of the Virtual Learning Environment (VLE). The occupational therapy curriculum at the University of the Witwatersrand has traditionally been delivered via PBL, but the increasing need to improve throughput rates and meet the diversity of learning needs of the students has driven the strategy towards blended learning. This study investigates the effect of habituation (student experience in using e-learning automatically) on student performance in one PBL module. A retrospective two-cohort design was used to review the students' access to the VLE and their performance on the summative assessments of the PBL module of two concurrent academic cohorts. Data were analysed descriptively and statistically for significance (Mann-Whitney U) and effect size (Cohen's d and Hedge's g). There was a significant difference between the two cohort's access to the VLE (p<0.002) indicating higher habituation to blended learning in the second cohort...

The potential use of mobile technology: enhancing accessibility and communication in a blended learning course

Mayisela,Tabisa
Fonte: South African Journal of Education Publicador: South African Journal of Education
Tipo: Artigo de Revista Científica Formato: text/html
Publicado em 01/01/2013 EN
Relevância na Pesquisa
66.77%
Mobile technology is increasingly being used to support blended learning beyond computer centres. It has been considered as a potential solution to the problem of a shortage of computers for accessing online learning materials (courseware) in a blended learning course. The purpose of the study was to establish how the use of mobile technology could enhance accessibility and communication in a blended learning course. Data were solicitedfrom a purposive convenience sample of 36 students engaged in the blended learning course. The case study utilized a mixed-methods approach. An unstructured interview was conducted with the course lecturer and these data informed the design of the students' semi-structured questionnaire. It was found that students with access to mobile technology had an increased opportunity to access the courseware of the blended learning course. Mobile technology further enhanced student-to-student and student-to-lecturer communication by means of social networks. The study concludes that mobile technology has the potential to increase accessibility and communication in a blended learning course. Recommendations, limitations of the present study, and suggestionsforfuture research were made.