Blended learning: Research perspectives, Volume 2

2006

Blended learning or blended e-learning sounds like a confusing term at first since it is relatively a new term for today's instructors. However, Moore reports that it can be traced as far back as the 1920s which was called -supervised correspondence study‖. For clarification of the term -blended learning‖ and informing the instructors about its common practices worldwide, the book provides readers a comprehensive resource about blended learning. It aims to raise awareness of adopting BL from institutional perspectives of many chapter authors from Australia, Korea, Malaysia, the UK, Canada and South Africa who are distinguished people mostly in instructional technology era. With this book, I guess the editors aim at both showing the big picture at macro level and present micro level examples which provide details of blended learning applications among their strengths and weaknesses. As introduced in the book, one of the editors Curtis J. Bonk, a former corporate controller and CPA, is now professor of educational psychology as well as instructional systems technology at Indiana University; the other editor Charles R. Graham is an assistant professor of instructional psychology and technology at Brigham Young University with a focus on technologymediated teaching and learning.

2008

Ireland International Conference on Education (IICE-2022) and International Conference on Information Society (i-Society)

The Blended Learning International Train the Train Project is focused on the development of a training programme to equip teachers to become proficient in the training others in Blended Learning, which is an approach to teaching that combines online teaching with face-to-face teaching; and aims to leverage the benefits of both. The programme will be developed in two phases, in the first phase a series of case studies relevant to Blended Learning will be developed, followed by a second phase where the training programme with be designed and developed. In developing the blended learning case studies, two key documents were identified as being essential, first, a template to indicate the main headings for the case studies, and, second, a checksheet tool with a number of questions to help undertake reflection on the case studies. These two documents provide a coherent and organized way to structure the case studies.

Recent policy announcements by the Thai government: Thailand 4.0, and its education component: Education 4.0, advocate the use of innovation and digital technology in schools and universities to improve the quality of education. We explore here the effectiveness of blended learning at an institute of higher education with a case study for one subject taught at the undergraduate level at Assumption University. Blended Learning in this study is defined as supplementing traditional classroom lectures with an online eLearning course in the same subject, using the same lecturers and course materials. Students had the opportunity to watch online video lectures before and/or after attending classes throughout the semester. At the end of the semester an online survey was conducted to determine the frequency of access to the online course, the level of student satisfaction, and the effectiveness of blended learning in terms of their understanding of the subject. Lecturers were interviewed to determine their view of the success or otherwise of the program and to inquire about exam results. Evaluation of survey questionnaires and lecturers' opinions revealed that students were satisfied with the program because it had impacted positively on their understanding of the subject and had improved their exam results above prior expectations.

2017

Routledge. Routledge is an imprint of the Taylor and Francis Group, an informal business. The International Standard Book Number of this book is 978-0-415-63515-5 (hbk). The International Standard Book Number of the printed version of this book is 978-0-415-63516-2. The International Standard Book Number of the ebook version of this book is 978-0-203-07525-8.

The paper reports a small-scale exploratory research on the effectiveness of blended learning on EFL learners' mastery of vocabulary. It aims (1) to determine the effectiveness of blended learning in vocabulary lessons, and (2) to identify the respondents' opinions about the blended learning experience. An intact class of 21 students was taught vocabulary lessons, which amounted to 100 minutes of class time every week. The lesson focused primarily on intentional learning, with receptive recall of words as the main objective. In addition to this regular intentional learning, they were instructed to read authentic materials and utilize a vocabulary profiler to obtain a vocabulary profile of the materials. They were taught how to interpret the results of the profiling. Next, they were asked to show their texts on a blog so as to allow their classmates to learn new words from the texts. Questionnaires were used to elicit their opinions on this teaching technique. At the end of the 16-week semester a post-test was administered to determine the gains in their vocabulary mastery. While there was an apparent gain in their command of 5000-level English words, they did not make a similarly encouraging achievement in the new words from the texts. An explanation that accounts for the finding was offered. Meanwhile, the answers from the questionnaires seemed to reflect their positive attitude toward the use of authentic materials in this fashion.

The purpose of this article is to develop a design theory of blended learning curriculum in ways of establishing a model for designing such a curriculum and a model for designing an activity in a blended learning curriculum as well as demonstrating how these models can be utilized in a curriculum design. It first attempts to define what the essence of blended learning is by drawing on definitions of previous studies. Then, it goes on to identify the characteristics and rationales of blended learning. Finally, it exemplifies the devised BLC activity model, which is supported by the BLC design model and the BLC process model.

International Journal for e-Learning Security

The BLITT (Blended Learning International Train the Trainer) Project is focused on developing a training programme to equip teachers to become proficient in championing the use of Blended Learning in the classroom. The training programme will be developed in two phases, in the first phase involves the development of a series of case studies relevant to Blended Learning, followed by a second phase where the BLITT training programme will be designed and developed, using input from these cases. In developing the blended learning case studies, two key documents were identified as being essential, first, a case study template to describe the main headings for the case studies (including looking at Blended Learning from the points-of-view of Security, Accessibility, and Costs), and second, a case study checksheet tool with a number of questions to help undertake reflection on the case studies to assist in completing the template. These two documents provide a coherent and organized way to structure the case studies, and their development is described in this work.

Sukkur IBA Journal of Educational Sciences & Technologies

This review of literature article looks at the background and historical development of blended learning as a concept. Using research questions-based systematic review of literature approach, it critically evaluates different definitions of blended learning proposed by different researchers, and examines how they evolved over the years. Based on the earlier definitions and the current context, the article comes up with a new one. It also views the role and importance of blended learning during Covid-19. Furthermore, it examines different types of blended learning. Finally, it looks at its different components and how they may be used in the teaching-learning process.

I present an extensive review of the current literature on Blended Learning and how technology is changing our archaic educational system. The constant changes in our economy, politics, and social and technology aspects of our lives are challenging the necessary skills we need to succeed. We required more people with higher order thinking skills to problem solve environmental issues and everyday problems. We needed highly educated people to analyze