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Occupational Therapy Educators’ Self-Efficacy To Teach In A Blended Curriculum, Inti A. Marazita, Amy Adcock, Mary Shotwell

Journal of Occupational Therapy Education

Educational trends have influenced occupational therapy education as evidenced by the adoption of new teaching methods such as blended learning. Blended learning is a combination of both synchronous and asynchronous learning that occurs online as well as portions of the learning occurring in a brick-and-mortar. As more occupational therapy programs design their curriculum to include blended learning, it is essential to understand occupational therapy educators' self-efficacy related to their skills and capabilities to teach in such an innovative format. Little is known regarding occupational therapy educators' self-efficacy to teach in a blended curriculum. This qualitative study aimed to examine the …

Impact Of Library Instruction Tutorial Format On Student Preference And Performance In First-Year Chemistry, Tara Stieglitz, Lindsey Whitson

Communications in Information Literacy

This research study investigates the effects of library instruction tutorial format (written versus video) on student preference and performance in chemistry education. The authors assessed the format of tutorials used to provide library instruction in an introductory chemistry course by observing 27 student participants as they took in instructions in either a video or a written format and then completed two chemistry information tasks. While participants expressed strong preferences for particular formats, neither the video tutorials nor the written instructions significantly improved task completion speed or performance. Rather, the authors determined that student preference alone is enough to justify the …

Training And Instruction Of Learning And Study Strategies Improve Academic Performance In Rehabilitation Students, Evan M. Pucillo, Gabriela Perez

Internet Journal of Allied Health Sciences and Practice

Purpose: Prior study has demonstrated that certain learning strategies can be improved with training and instruction. As a result, downstream academic success may be potentiated. However, it is unclear if instructional intervention can influence academic outcomes among rehabilitation students. The purpose of this study was to compare changes in grade point average (GPA) after exposure to a set of standardized self-paced training modules on the Learning and Study Strategies Inventory (LASSI) in Physical therapy (PT) and Occupational therapy (OT) students. Methods: A causal-comparative design was used, and a multi-center convenience sample collected N=75 entry-level PT and OT students [PT: 41(55%); …

Metacognition And Self-Regulation Influence Academic Performance In Occupational And Physical Therapy Students, Evan M. Pucillo, Gabriela Perez

Journal of Occupational Therapy Education

An understanding of student learning strategies is an important component of supporting academic success and avoiding difficulty. Prior inquiry has demonstrated certain learning strategies are more closely related to academic performance than others. The purpose of this study was to describe predictive relationships between the Metacognitive Awareness Inventory (MAI), Learning and Study Strategies Inventory (LASSI), and grade point average (GPA) in occupational therapy (OT) and physical therapy (PT) programs. A multi-center convenience sample of N=75(100%) entry-level students [OT: 34(45%); PT: 41(55%)] was included from Florida 32(42.7%), California 21(28%), and Texas 22(29.3%). A hierarchical linear regression analysis demonstrated the combination of …

Feedback Practices In Hybrid Writing Courses: Instructor Choices About Modality And Timing, Ariel M. Goldenthal, Jessica Matthews, Courtney Adams Wooten, Brian Fitzpatrick, Lourdes Fernandez

Journal of Response to Writing

Despite a wealth of research on feedback practices in synchronous and asynchronous courses, little has been done to investigate such practices in hybrid writing pedagogy. How do instructors make choices about providing feedback when both instructional modes are operating in a course?

A qualitative study conducted with fourteen instructors who teach hybrid writing courses at a large state university reveals how they navigate a series of choices about providing feedback on student writing. This study shows that instructional modality, use of the LMS, and labor conditions influence the decisions instructors make about how and when to provide feedback, especially on …

Factors Affect Students’ Satisfaction In Blended Learning Courses In A Private University In Vietnam, Tuong Cao Dinh Mr., Kien Trung Dao Mr., Duyen Kim Quach Mss., Nhu Phan To Ha Mss., Mai Cam Ho Mss.

Essays in Education

Blended learning, a combination of online and offline learning, is believed to enhance students’ self-learning, and help increase their learning performances. To successfully operate a blended learning system, increasing the learners’ satisfaction seems to be an important task. Moreover, there should be a duty to understand the self-efficacy of a student to encourage them to participate in this course (Chen & Yao, 2016). As a result, knowing the internal or external factors that influence student satisfaction in blended learning is critical for the effective design of blended learning courses in the future (Graham, Henrie, & Gibbons, 2013). In this study, …

Negotiating A New Blend In Blended Learning: Research Roots, Laura Fuller

Inquiry: The Journal of the Virginia Community Colleges

Blended learning has a muddled history but is still evolving. Technological innovations and the COVID-19 pandemic of 2020 led higher education to create a new blend to blended learning, one that did not follow the generally accepted and most numerous definitions or previous examples of blended learning. This new blend of blended learning lacks the physical environment and face-to-face instruction and consists of all computer-mediated instruction in the form of both asynchronous online instruction and synchronous instruction via videoconferencing and computerized webinar tools. This arrival of a new blend of blended learning requires educators to develop and implement a new …

Can Course Format Drive Learning? Face-To-Face And Lecture-Lab Models Of The Fundamentals Of Communication Course, Melissa A. Broeckelman-Post, Andie Malterud, Anthony Arciero, Katherine E. Hyatt Hawkins

Basic Communication Course Annual

Combining traditional classroom instruction and online instruction, or hybrid/blended learning, has emerged as a popular option to mitigate rising enrollments and non-traditional student needs while maintaining the known advantages to the face-to-face learning format. We evaluated the effectiveness of a Fundamentals of Communication course (also known as the “hybrid” course) taught in the traditional face-to-face format and in the hybrid/blended learning format, which included the equivalent of one credit taught face-to-face and two credits taught online (graded together as one course).

Students in the blended format had stronger performances in two areas of their speeches (introduction and overall impression), had …

Factors Relating To The Design Of Effective Third Level Learning Environment, Amanda Clancy

The ITB Journal

The number of students attending University in Ireland is at an all time high. Therefore it is essential to ensure that learning environments are well established and that they help deliver the most important aspects necessary to the students. This paper looks at what the most important factors are when it comes to learning and teaching environments, and what learning environment best delivers these factors. Three learning environments are discussed, Traditional Learning, Blended Learning and Distance Learning. The type of factors that are examined range from aspects to do with the material and resources available to the students to areas …

A Blended Basic Course Examination Of Communication Apprehension And Self-Efficacy: A Comparative Analysis, Michael G. Strawser, Amy. L. Housley Gaffney, Allyson Devito, Sarah E. Kercsmar, Michael Pennell

Basic Communication Course Annual

Students desire rich subject-matter and relevant pedagogy despite rising tuition costs, greater demands for flexibility, and unique learning preferences (Allen & Seaman, 2014; Donnelly, Rizvi, & Summers, 2013; Reed & Sork, 2009; Moore, 2007). As higher education modalities have evolved a careful examination of these newer approaches is necessary. This study is a comparative assessment of communication apprehension and self-efficacy of students in traditional (face-to-face) and blended (face-to-face and online instructional components) basic course modalities. Parallel sections of a basic communication course are assessed and results indicated no significant differences between the two groups with minor exceptions.

Promoting Online Students’ Engagement And Learning In Science And Sustainability Preservice Teacher Education, Louisa Tomas, Michelle Lasen, Ellen Field, Keith Skamp

Australian Journal of Teacher Education

At James Cook University, a core first-year subject within the Bachelor of Education, Foundations of Sustainability in Education (FSE), sees students investigate the underlying science and complexity of socioecological challenges through inquiry, place-based learning, experimentation and consideration of classroom practice. Given that this subject is delivered across modes, a blended learning approach that encompasses an innovative use of learning technologies and careful consideration of pedagogy provides opportunity for both on-campus and online students to engage in active, learner-centred, collaborative, experiential and praxis-oriented learning experiences (Wals & Jickling, 2002). In this paper, we draw upon Pittaway’s (2012) engagement framework and Herrington, …

Highjacking The Mooc: Reflections On Creating/Teaching An Art History Mooc, Parme Giuntini, Jean-Marie Venturini

Current Issues in Emerging eLearning

This article reflects on the experience of creating and launching a MOOC (Massive Open Online Course) at Otis College of Art and Design. The authors will discuss the development process from content, goals and production to curriculum design and pedagogy. Lessons learned and best practices will be shared as well as assessment of the MOOC’s success. Suggestions will be offered for faculty who are interested in adapting and adopting (hijacking) MOOCs in conjunction with credit courses in their own institutions, and addresses the very practical faculty concerns that MOOCs pose.

Blended Language Learning: An Effective Solution But Not Without Its Challenges, Christopher Johnson, Debra Marsh

Higher Learning Research Communications

The study discussed in this investigation is part of a larger collaborative initiative between Laureate Education and Cambridge University Press (LEP-CUP collaboration). This second phase of the research, completed in 2013, aimed to further explore the conclusions from phase 1 and set out to identify effective and appropriate best practice blended learning models within the network. A study was set up with 36 teachers, all experienced ELT teachers with differing levels of experience in blended language teaching, who took part in extended focus groups discussions sessions prompted by a series of questions. Responses from these groups of teachers indicated that …

The Use Of Internet-Based Social Media As A Tool In Enhancing Student’S Learning Experiences In Biological Sciences, Maribel Beltran Cruz, Shannen Belle B. Cruz

Higher Learning Research Communications

This study explored the use of social media as a tool in enhancing student’s learning experiences, by using online instruction as a supplement to a face-to-face general education course, such as biological sciences. Survey data were collected from 186 students who were enrolled in a Biological Sciences course. The course was taught in a blended format using Facebook and Edmodo online social networks. A four point Likert scale was used to interpret the data collected. Findings indicated that, when traditional face-to-face instruction was combined with online components, students’ learning was enhanced. Findings from this study indicate that students had better …

Blended Learning As An Effective Pedagogical Paradigm For Biomedical Science, Perry Hartfield

Higher Learning Research Communications

Blended learning combines face-to-face class based and online teaching and learning delivery in order to increase flexibility in how, when, and where students study and learn. The development, integration, and promotion of blended learning in frameworks of curriculum design can optimize the opportunities afforded by information and communication technologies and, concomitantly, accommodate a broad range of student learning styles. This study critically reviews the potential benefits of blended learning as a progressive educative paradigm for the teaching of biomedical science and evaluates the opportunities that blended learning offers for the delivery of accessible, flexible and sustainable teaching and learning experiences. …

The Laureate English Program: Taking A Research Informed Approach To Blended Learning, Debra Marsh, Christopher Johnson

Higher Learning Research Communications

The aim of this case study is to describe the implementation of the Laureate English Program (LEP), the consequent decision to roll out blended learning across the network, and the Laureate-Cambridge University Press research partnership. Phase 1 of the research was completed in September 2012. The goal of this first phase was to gain a general understanding of student profile, computer literacy and competence, student levels of achievement, and student feedback on their blended learning experience. Six hundred and forty-eight students and 35 teachers responded to a questionnaire, which included multiple choice questions and open ended questions requiring extended comment. …

B-Learning Under Examination: Advantages, Disadvantages, And Opinions, Sergio Bemposta Rosende, María José García García, Juan José Escribano Otero

Higher Learning Research Communications

In recent years, learning management systems (LMS) have become very popular in almost all traditional universities, generating a new learning strategy approach, mixing elements from both traditional and online learning: the blended learning or b-learning. How these new environments influence teaching activities and learning processes are the main topic of this paper. References about this subject are also analyzed, enriching them with the expertise and opinion of authors and other teachers. Finally, the students’ point of view is presented, through the results of a survey of Polytechnic School students at Universidad Europea de Madrid.------El b-learning a examen: Ventajas, desventajas y …