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In this paper, I would like to write the review of the book, entitled “Blended Learning in Higher Education-Framework, Principles, and Guidelines”. It was written by D. Randy Garrison and Norman D. Vaughan. It was published in San Francisco by the Jossey-Bass Company. (A Wiley Imprint). It can be viewed from the following website: www.josseybass.com The first edition of this book was printed in the United States of America. The International Standard Book Number of this book is 978-0-7879-8770-1. This book has 245 pages. The readers of this book see the list of the contents of this book on the viith page and on the viiith page. Preface starts on the ixth page and finishes on the xiiith of this book
2016 •
Blended learning is an innovative approach in creating motivating and meaningful learning experiences to fulfil learner's technological demands in the rapidly changing electronic era. Recognizing the emerging implementation of this learning method, this study explores the definitions, the rationale, past studies, the importance as well as the drawbacks, the issues arising and the suggestions in achieving a successful blended education implementation in higher education settings. From this study, we found that blended environment encourages the foundation of creating independent learners with reasonable critical thinking skills that are valuable for the current working environments. Blended learning is also a solution for classroom insufficiencies as well as teaching and learning flexibility. Nevertheless, not all the courses in higher education settings could apply the blended learning. Therefore, options should be given to the learners by the institution's administrator to ...
Humanities & Social Sciences Reviews
Blended Learning in University EducationPurpose of the study: The article brings forward the definition, based on the analysis of both domestic and foreign scientists’ views; structure components of blended learning with account taken of university-specific character. Methodology: Blended learning process is presented as a model consisting of 9 successive stages, each of them represents a logical sequence of measures ensuring the dynamics of system development. Results: The developed by the author model result in the recommendation to proceed to “blended learning” which is conceptually based on the constructive potential of a teacher, on searching ways of its building on the basis of communicative, person-centered and interactive approaches, increasing organizational changeability of the educational environment. Applications of this study: This research can be used for the universities, teachers, and students. Novelty/Originality of this study: In this research, the model of the Blended Learning in University Education is...
Today’s world is completely engaged in a new type of revolution: the digital one. Higher education is one important field which can benefit from the advent of digital technologies. Blended learning has emerged as a groundbreaking concept, which combines the student’s traditional learning experience with the support offered by the computer, the teacher guiding him all the way. The mission of Adapt2jobs, a project developed with the help of the European Union’s structural funds, is to create a learning platform, where seven traditional courses from three distinct fields of study, developed by experienced academics according to the labour-market requirements, have been transferred to the digital medium by ICT (Information and Communication Technology) specialists. The project is intended to implement a piloting programme, which involves 210 students enrolled at the seven courses, and, eventually, to measure learning effectiveness by means of the tools developed as part of the learning platform. A research methodology has been designed in order to assess the overall learning experience of the students involved in the project, and, thus, to provide valuable insights to teachers, who are given the opportunity to enrich their teaching methods and teaching philosophy, and to make them able to adapt to new ICT technologies in education. The feedback from students is collected with the help of two online evaluative surveys: a general one applied prior to Adapt2jobs learning experience, and a specific one, tailored for each course, applied at the end of the piloting stage. This allows us to make a comparative analysis between the students’ expectations and their previous learning experience, which is mainly traditional, and the new type of learning experienced during the piloting months. Data collection is made via LimeSurvey, a digital open source which will assist us in interpreting students’ responses. The survey variables have been selected to describe the students’ past experience in using computer and online learning materials, to explore their perception of learning effectiveness on a personal level, and, on a more general level, to compare traditional learning with blended learning. The paper’s aim is to analyse the preliminary results available for the two surveys and, thus, to evaluate the implementation scheme proposed by the project and, therefore, the effectiveness of technology-mediated instruction.
2016 •
While many educational premises including higher learning institutions favor blended learning over traditional approach and merely online learning, some academicians are still apprehensive about teaching in blended learning. The aim of this review is to synthesize the available evidence in the literature on challenges faced in implementing blended learning as well as the recommendations or lessons learnt from the experience. Eight articles published between January 2010 and December 2013 were appraised. This review revealed that among the challenges faced by the instructors are increased workload and time devotion, lack of pedagogical and technical skills to conduct the program and difficulty in finding the right blend between face-to-face and online learning. The review also discovered the importance of staff training, support and networking as strategies to help instructors deal with such issues.
International Education Studies
Implementation of Blended Learning in Higher Learning Institutions: A Review of Literature2016 •
While many educational premises including higher learning institutions favor blended learning over traditional approach and merely online learning, some academicians are still apprehensive about teaching in blended learning. The aim of this review is to synthesize the available evidence in the literature on challenges faced in implementing blended learning as well as the recommendations or lessons learnt from the experience. Eight articles published between January 2010 and December 2013 were appraised. This review revealed that among the challenges faced by the instructors are increased workload and time devotion, lack of pedagogical and technical skills to conduct the program and difficulty in finding the right blend between face-to-face and online learning. The review also discovered the importance of staff training, support and networking as strategies to help instructors deal with such issues.
International Journal of Information and Communication Technologies in Education
Critical Factors for Implementing Blended Learning in Higher EducationThe use of blended learning environments in higher education has rapidly increased in the 21st century. Tools and techniques that initially were used in experimental distance education courses are today part of mainstream education with blended learning as a continuum between traditional face-to-face teaching and pure online courses. In this wide variety of course design there are success stories, but at the same time examples with low pass rates and poor learning outcomes. The research question for the study is: Which aspects have to be considered in the design and implementation of blended learning in higher education? To answer this question, 15 selected publications were analysed in a literature review with the aim to identify important and critical factors when implementing blended learning in higher education. As a result of the inductive analysis around 50 found factors have been grouped into 10 Categories of critical factors and 4 Blended learning perspectives in a strive to...
Through the beginning of the millennium, the education environments have witnessed the introduction of information technologies and new pedagogies. Especially, the extensive use of Internet technologies as well as the networked learning made it possible to design and utilize new generation learning environments that are realistic, authentic, and engaging. By means of educational developments, alternative content delivery techniques or technologies have been implemented into the teaching environments throughout the years. In an effort to capitalize on the advantages of instructional delivery modalities and minimize the disadvantages, scholars started to combine the most functional elements of the instruction in these learning environments and that is universally called as ‘Blended Learning’. Although the blended learning as an instruction model has an increasing interest in the field of higher education, it is still in its infancy. The definitions of blended learning in the literature needs to be clarified or collocated for the readers, who would like to deal with blended learning in any level of instruction. Therefore, this chapter reviews the recent literature on blended and online learning and juxtaposes the definitions of the blended learning as well as the types of blended learning instruction that took place in the higher education environments.
2008 •
Online Learning
Introduction to the Special Issue on Blended Learning2019 •
In April 2008, the University of Illinois-Chicago hosted the Fifth Sloan-C Workshop on Blended Learning and Higher Education. This workshop attracted 180 educational leaders, faculty members, instructional designers and researchers who discussed, shared and considered effective practices in the design and delivery of blended learning environments. Presentations on best practices, lessons learned, and research on the phenomenon of blended learning stoked the discussion for two days.The theme of the workshop, Blending with Purpose, attempted to focus the discussions on the importanceof designing blended learning courses and programs with specific educational goals and objectives in mind. The theme developed out of a growing concern that many faculty were using the latest technology simply for the sake of the using technology without carefully considering the pedagogical benefits and “purpose”. The organizing committee for the workshop also understood that blended learning was not just...
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2020 •
American journal of human genetics
Autosomal dominant distal myopathy: linkage to chromosome 141995 •
Anais do Workshop de Teoria, Tecnologias e Aplicações de Slicing para Infraestruturas Softwarizadas (WSlice)
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1999 •
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arXiv (Cornell University)
Exact controllability for wave equation on general quantum graphs with non-smooth controls2023 •
Journal of Applied Gerontology
The Risk for Loneliness and Major Depression among Solo Agers