The Blended Advising Model: Transforming Advising with ePortfolios

2010

Within its E-learning strategy developed in July 2007, the University of Zagreb defined that it would establish and maintain the ePortfolio system at the University and/or at the faculties belonging to the University. According to the report of the Office for E-Learning at the University of Zagreb, 11 of its faculties have announced a plan for conducting other activities defined by the E-learning strategy, among which is ePortfolio. To date several researches within the Centre for E-Learning have dealt with certain professional aspects of ePortfolio, such as the functionalities of tools that support ePortfolio. However, comprehensive research has neither been conducted by the Centre nor any university in Croatia. Therefore, the ePortfolio experience at the Faculty of Organization and Informatics (FOI), which belongs to the University of Zagreb, represents a very valuable contribution to supporting and developing lifelong learning in Croatia. This paper presents the most important st...

2016

Forces internal and external to higher education will challenge the limited ways in which technology has been used to date in academic advising. To harness technologies that promote advising as teaching will require creative efforts and new ways of thinking. To assist with this endeavor, the intentional use of technology model can be used to categorize types of technologies used in advising. The categorizations explain the ways the designs, functions, and limitations of different types of technologies align with advising goals of learning, service, and engagement. The model incorporates consideration of security and legal issues. By conceptualizing technology in a framework, those who support an advising-as-teaching approach can better achieve their goals and document their successes. Implications for training and professional development are also addressed in this chapter.

2009

With the drive for professionalisation of the workforce and 30 hours CPD, time issues are coming evermore to the fore. Using technology to maximise productivity within the time constraints, more and more institutions are turning on e-learning. However, it is also recognised that e-learning is not necessarily the most appropriate way for effective learning to occur and that blended models might be better.

International Journal of Educational Technology in Higher Education, 2018

This study addressed several outcomes, implications, and possible future directions for blended learning (BL) in higher education in a world where information communication technologies (ICTs) increasingly communicate with each other. In considering effectiveness, the authors contend that BL coalesces around access, success, and students' perception of their learning environments. Success and withdrawal rates for face-to-face and online courses are compared to those for BL as they interact with minority status. Investigation of student perception about course excellence revealed the existence of robust if-then decision rules for determining how students evaluate their educational experiences. Those rules were independent of course modality, perceived content relevance, and expected grade. The authors conclude that although blended learning preceded modern instructional technologies, its evolution will be inextricably bound to contemporary information communication technologies that are approximating some aspects of human thought processes.

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.

The Review of Higher Education, 2013

New Library World, 2008

Online Learning, 2019

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...

2006

The recent focus on blended learning has led so many educationalists in corporate training and academia to believe that a new educational phenomenon has been discovered. In reality, the blending of face-to-face instruction with various types of non-classroom technology mediated delivery has been practiced within the academic and non academic environments for more than four decades. Who does really want to know the real story of blended learning? Blended learning sounds like a nice idea-mixing a traditional classroom environment with online components – but is it actually effective? However, with the explosion of blended course delivery in recent years-despite the lack of research in this area-educational institution and corporate training take this position for granted. This study explores capabilities of blended learning and its impact on the future of learning environments. Particular focus in this article is given to the role of affective domain in face to face learning, and how to design a blend.