A reactive blended learning proposal for an introductory control engineering course

Méndez, J. Hernández; González, Evelio J.

doi:10.1016/j.compedu.2009.09.015

Cited by 38 publications

(22 citation statements)

References 12 publications

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“…Some studies (Bersin, 2004;Hofmann, 2008;López-Pérez, Pérez-López, & Rodríguez-Ariza, 2011) stated that blended e-learning had more positive effects than traditional learning, but they mostly focused on higher education or employment training, not on primary and secondary schools. Some studies examined the effects of individual differences or gender on learning performance, such as learning achievement, attitudes, and satisfaction, but they did not compare the results with a control group (Alshwiah, 2009;Lee et al, 2007;Méndez & González, 2010). Although some study results showed that blended e-learning facilitated students' attitudes toward the course with three aspects, cognition, skill, and attitude (CSA) (Chen & Lin, 2002), there was a lack of comparison among the effects on the three aspects.…”

Section: Introductionmentioning

confidence: 99%

Is blended e-learning as measured by an achievement test and self-assessment better than traditional classroom learning for vocational high school students?

Chang

Shu²,

Liang

et al. 2014

IRRODL

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The purpose of this study is to examine the effects of blended e-learning on electrical machinery performance (achievement test and self-assessment). Participants were two classes of 11th graders majoring in electrical engineering and taking the electrical machinery class at a vocational high school in Taiwan. The participants were randomly selected and assigned to either the experimental group (n = 33) which studied through blended e-learning or the control group (n = 32) which studied through traditional classroom learning. The experiment lasted for five weeks. The results showed that (a) there were no significant differences in achievement test scores between blended elearning and traditional learning; (b) students in the experimental group obtained significantly higher scores on self-assessment than students in the control group; (c) students' scores on self-assessment were significantly higher after studying through blended e-learning than before. Overall, blended e-learning did not significantly affect students' achievement test scores, but significantly affected their self-assessment scores.

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Section: Introductionmentioning

confidence: 99%

Is blended e-learning as measured by an achievement test and self-assessment better than traditional classroom learning for vocational high school students?

Chang

Shu²,

Liang

et al. 2014

IRRODL

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“…In particular, as evaluation of the learning process, students are requested to fill a satisfaction questionnaire mainly focused on their interaction with the tool. This questionnaire, based on previous works by the authors regarding evaluation of educational tools [23][24][25], was basically focused on three main aspects:…”

Section: Feedback From Studentsmentioning

confidence: 99%

ULLSIMGRAF: An educational tool with syntax control for Grafcet notation

Marichal

González

2012

Comp Applic In Engineering

Self Cite

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This article presents an educational tool for the teaching of Grafcet language for programmable logic controllers (PLC) and its application in the subject ''Digital Devices for Industrial Automation'' in a Industrial Electronics Engineering course. Apart from a simulator with its own editor, the tool includes a syntax controller with the purpose of maintaining Grafcet standard. In this way, the tool makes the validation of the implemented scheme easier. ß

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“…While this may have temporary benefits, traditional approach is not adequate to meet the current high demand for quality higher education as they lack the attributes of quality that tend to characterise the modern technologies. They are therefore not sustainable in the long run (Boitshwarelo, 2009;Mendez & Gonzalez, 2010;Ngonyani, 2014). In SSA where computer literacy is very low (0%-50%), but with increasing mobile phone subscribers compared to other parts of the world, digital technology is a pervasive element in implementing blended learning initiatives and accelerating advances in literacy among member states.…”

Section: Blended Learning Implementation In Sub-saharan Africamentioning

confidence: 99%

Context-based blended learning models and implementation in Sub- Saharan Africa: A literature review

Machumu¹,

Almasi²,

Chang

2018

PROSOC

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Technological innovations such as learning management system (LMS), content management system (CMS) and Internet use in higher education have changed the previous teaching and learning pedagogies. In Sub-Saharan Africa (SSA), such innovative pedagogies have opened a new era as such LMS and CMS are used to support blended learning. Though innovative pedagogy has opened significant queries among researchers on how well student acquires knowledge and skills, how student-centered learning and cognitive beliefs are merged and how the use of instructional technologies engages students in active learning and how collaborative learning via LMS has benefited student learning. Moreover, recent educational policies and blended learning novelties are refocusing on teaching and learning models, implementation, practices and more specific knowledge delivery and accessibility. The article surmises that the innovative pedagogies in higher education like mobile learning, e-learning and smart classrooms stimulate adoption, deployment and implementation of blended learning beyond expectations in SSA higher education.

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A reactive blended learning proposal for an introductory control engineering course

Cited by 38 publications

References 12 publications

Is blended e-learning as measured by an achievement test and self-assessment better than traditional classroom learning for vocational high school students?

Is blended e-learning as measured by an achievement test and self-assessment better than traditional classroom learning for vocational high school students?

ULLSIMGRAF: An educational tool with syntax control for Grafcet notation

Context-based blended learning models and implementation in Sub- Saharan Africa: A literature review

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