Education Commons^™

Democratic Implementation Of Anywhere, Anytime, Anyway Learning Through Blended Synchronous Delivery In A Postsecondary Institution In Canada, Donald Moen

The Dissertation in Practice at Western University

This organizational improvement plan considers the implementation of anywhere, anytime, anyway learning in the context of competing stakeholder values in a postsecondary institution in Canada. Quinn’s (1983) competing values framework is used to juxtapose the values of students, faculty members, innovators and administrators in the context of educational technology implementation (Yang & Melitski, 2007). A case for anywhere, anytime, anyway learning through web-conferencing in a blended online format is made to each group in the context of that group’s value system. Bourdieu’s (1984) forms of capital are used: administrators valuing economic capital, faculty members valuing cultural capital, and students valuing …

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 …

Site Joint Sig Symposia: A Collaboration Between The K-12 Online Learning Sig And Distance Learning Sig: How Higher Education And K-12 Online Learning Research Can Impact Each Other, Rick Ferdig, Leanna Archambault, Kerry Rice, Margaret Niess, Trisha Litz, Amy Garrett-Dikkers, Aimee Whiteside, Michael Barbour, David Marcovitz, Antoinette Davis

EKU Faculty and Staff Scholarship

Facilitated by Rick Ferdig of Kent State University and editor of JTATE, this Symposia brings together the work of the K-12 Online Learning SIG and the Distance Learning SIG communities and focuses on presentations from scholars in the field whose work has implications for both higher education and K-12 online learning. This Symposia will have nine panelists who will each present their work and then talk specifically about how their work can inform both K-12 and HE. Included in the list of Higher Education-focused panelists are Trisha Litz of Regis University, Maggie Niess of Oregon State University, Antoinette Davis of …

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.

Lessons Learned From A Faculty-Led Project: Using Learning Analytics For Course Design, Matt Farrell

Faculty & Staff Publications - Language & Liberal Studies

This showcase describes a project that used student activity data from the Learning Management System (LMS) to inform course design decisions in a blended learning context. Two blended courses were offered in the General Education curriculum at a community college, with each course employing a different design configuration. Student activity was tracked and compared across both classes to determine whether one design resulted in more engagement with the online course materials. The two courses shared similar subject matter, and were taught by the same instructor. Initial results indicated that student engagement and performance were higher in the frontloaded configuration compared …

Blended Learning - What Practitioners Can Learn From Moocs, Aine Whelan, Aimee Byrne, Keith Colton, Patrick Crean, Conor Mcgarrigle

Practitioner Research Projects

The rapid increase in the use of information technologies in third level education is changing the way courses are provided. Online multimedia have helped reduce the difficulties teachers face with a diversity of student profiles and a large number of students in a classroom. Massive Open Online Courses (MOOCs) present an extreme with regard to student groups in relation to size and diversity and, therefore, many techniques and methods of overcoming the difficulties that this can present have been developed. Much of these methods can apply to online courses generally and to blended teaching environments. This study identifies four key …

Embedding A Blended Learning Approach From First Year, Suzanne Doyle, Michael Moore, Lesley Murphy, Gavin Sewell

Practitioner Research Projects

As DIT strives to enhance the transition of students into third level education, a number of priority areas were identified as part of the ongoing STEER (Student Transition, Expectations, Engagement, Retention) initiative. Ultimately the onus is on DIT to enable students to become self-directed learners. Blended learning is positioned as a solution to aid in this transition. It has been described as "the combination of traditional face-to-face teaching methods with authentic online learning activities" (Davies & Fill, 2007, p. 817). However, it is not without risk to assume that first year students have a natural affinity with blended approaches, as …

Online, Blended And Technology-Enhanced Learning: Tools To Facilitate Community College Student Success In The Digitally-Driven Workplace, Dawn Levy

Publications and Research

Community colleges have embraced distance education as a means to provide increased flexibility and access to their large numbers of non-traditional students. Retention rates and student achievement measures alone may not reflect all of the benefits and opportunities that online learning, blended or hybrid learning, and technology enhanced learning may afford these students. Online learning resources should be viewed as a tremendous value added benefit for community college students, not only for the content conveyed, but also for fostering the digital readiness, cultivating the professional personas, and encouraging the self-directed learning needed to succeed in the digitally-driven workplace.

Barriers In Adopting Blended Learning In A Private University Of Pakistan And East Africa: Faculty Members’ Perspective, Nusrat Fatima Rizvi, Saleema Gulzar, Wachira Nicholas, Beatrice Nkoroi

Institute for Educational Development, Karachi

Background: Education methods have undergone transformation over the centuries. Use of technology is the cornerstone for innovation in teaching methods. Hence, blended learning which includes face to face and online modalities is being increasingly explored as effective method for learning. This pilot study determines the perceptions of faculty members in a private international university on barriers influencing adoption of technology for teaching and learning.

Methods: A cross-sectional survey was conducted through a self-reported questionnaire using ‘survey monkey’. The data was entered and analyzed using Statistical Package for the Social Sciences (SPSS version 20). Frequencies and proportions are reported.

Results: Findings …