An Evaluation of Different Types of Blended Learning Activities in Higher Education

Weerasinghe, Thushani

doi:10.1109/icalt.2018.00017

Cited by 10 publications

(11 citation statements)

References 6 publications

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“…In this regard, Furthermore, Vo et al (2017) launched a meta-analysis on 122 articles published from 2001 onwards with an effect size of g = .327 whose findings led them to conclude that blended learning served as an effective alternative to traditional face-to-face instruction in terms of improving achievement levels and improving students' motivation and attitudes. Further quantitative and qualitative studies in various higher education disciplines indicated that BL and VLEs promoted student learning and potentially enhanced overall student success (Beard, 2017;Boda & Weiser, 2018;Cassidy, 2016;Han & Ellis, 2019;Smith, Chungh, Sadouq, & Kandiah, 2017;Weerasinghe, 2018). The integration of BL gives students access to using supplementary learning materials available for use at their convenience.…”

Section: Review Of the Literaturementioning

confidence: 99%

“…More specifically, BL and VLEs have been utilized in language learning and teaching environments over the past few decades. A dire need thus arises to investigate into the effectiveness of these electronic mediums of instruction and to tap into the opinions of individuals involved in learning and teaching across these e-learning platforms in order to recognize their perceptions, views, concerns and the challenges likely to be encountered in these new milieus (Dayag, 2018;Sorbie, 2015;Vo, Zhu, & Diep, 2017;Webb, 2020;Weerasinghe, 2018).…”

Section: Introductionmentioning

confidence: 99%

“…As e-learning platforms and other assistive educational technology continue to expand and develop by leaps and bounds, higher education institutions race to adopt and adapt such technologies to harness them in the delivery and teaching of their courses online to help learners get connected, personalized and pro-learning styles, incentivized, and individualized approaches to learning and teaching (Bannister, 2016;Beard, 2017;Boulton, Kent, & Williams, 2018;Bower, Lee, & Dalgarno, 2017;Sorbie, 2015). Many a researcher observed that university faculty often find difficulty in finding sources of authentic speech, written or oral, produced by professional native speakers but over YouTube and the like (See for instance, Gulbinskienė, Masoodi, & Šliogerienė, 2017;Han & Ellis, 2019;Vo, Mozelius, Jaldemark, Håkansson, & Lindqvist, 2018;Weerasinghe, 2018;Vo, Zhu, & Diep, 2017;Zeichner & Zilka, 2016). Online apps like YouTube can even be mashed up in the tools of e-learning platforms such as Blackboard ® , thereby providing professional teaching materials or videos by expert native speakers.…”

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

The Role of the Blackboard LMS in EFL Course Delivery During the COVID-19 Pandemic: Investigating Attitudes and Perceptions of Faculty and Students

Almelhi¹

2021

IJEL

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This paper aimed to identify faculty perceptions of VLEs and their students’ attitudes towards e-learning in the time of the pandemic. Towards this aim, the researcher used two surveys in a descriptive study to collect data from 47 EFL instructors and 103 students regarding a variety of constructs about e-learning effectiveness and attitudes, especially in the Corona virus time. Results indicated that the instructors’ perceptions of the Blackboard LMS were greatly positive as to establishing efficient teacher-students’ communication, facilitating students’ comprehension, boosting up their instrumental motivation, engaging them in active, interactive learning, and creating instructor-students’ rapport. The students’ attitudes survey revealed that, overall, students had positive attitudes towards using Blackboard LMS during the pandemic due to convenience of use, platform availability, system quality and quality of e-learning over Blackboard. Other reasons include users’ personal factors such as their satisfaction tendency, their self-confidence initiated by the VLE of Blackboard, their enjoyment of learning in this medium, the interesting and useful learning activities and tools as well as their staying safe in this mode of learning in the pandemic time. Other factors identified include the learners’ willingness to continue learning via Blackboard and their expectation that full-time learning online would replace traditional face-to-face learning. The study concludes that teachers’ and students’ perceptions and attitudes towards VLEs, with particular reference to Blackboard, could be valuable to faculty and institutions in their quality assurance efforts and the development of promising online courses and programs in EFL to satisfy the needs of students. Eventually, the study discusses suggested improvements and implications for e-learning on the Blackboard Lean platform as perceived by students and teachers alike to protect students through online education as an alternative to traditional education during the Corona Virus Disease 2019 (COVID-19) in present and future waves of the pandemic.

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Section: Review Of the Literaturementioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

The Role of the Blackboard LMS in EFL Course Delivery During the COVID-19 Pandemic: Investigating Attitudes and Perceptions of Faculty and Students

Almelhi¹

2021

IJEL

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“…Esta metodología ya era conocida por los estudiantes por haber sido aplicada en el curso de P1. Al igual que en ese curso, se tuvo especial cuidado en evitar la sobrecarga de tareas, siguiendo la sugerencia de Weerasinghe [22].…”

Section: Dictado Del Curso De P2unclassified

Aula invertida en cursos consecutivos de Programación (Programación I y II)

Kereki¹,

Adorjan²

2020

Proceedings of the 18th LACCEI International Multi-Conference for Engineering, Education, and Technology: Engineering, Integrat

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In 2019, a new curriculum was implemented in the Engineering School of Universidad ORT Uruguay. Computer Science 1 (CS1, 1st semester) and Computer Science 2 (CS2, 2nd semester) were modified in pedagogy and curricula. CS1 and CS2 were traditionally presented in a traditional lecture format and both used Object-Oriented Programming (OOP) with Java as programming language. In the new approach, we implemented the flipped classroom: the student before each class reviews some materials and in class, takes place activities and discussions guided by the teacher. The new content of CS1 is aimed at developing computational thinking and basic programming skills, with JavaScript as the programming language. CS2 focuses on OOP, and more advanced algorithms with Java. The first edition of the CS1 course was completed in July 2019 and showed similar approval results of previous courses. High motivation and engagement of both students and teachers with the new proposal were detected. In this work, the results of the implementation of the CS2 course (second semester of 2019) of the same cohort are presented. Approval results obtained were similar to those of previous CS2 courses, showing also high motivation and commitment. Compliance with the flipped format that was used throughout the year was maintained. Considering that the evaluation has similar difficulties and is thematically equivalent to the previous CS2 course, it is important to notice that with the new plan and flipped approach, at the end of the 2nd semester, students manage two languages (instead of only one) and more programming paradigms.

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“…"Blended learning" [18] es el aprendizaje que combina el e-learning (encuentros asincrónicos) con encuentros presenciales (sincrónicos) tomando las ventajas de ambos tipos de aprendizajes y cambiando el rol del docente de expositor a tutor o guía. Este tipo de aprendizaje, según indica Weerasinghe [19], es beneficioso en la educación superior e incluye diferente actividades como foros de discusión, juegos en línea y tareas.…”

Section: Programación Iunclassified

Aplicación de prácticas de Lean en el rediseño del curso de Programación I

Kereki¹

2019

Proceedings of the 17th LACCEI International Multi-Conference for Engineering, Education, and Technology: “Industry, Innovation

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In March 2019 a new curriculum for Systems Engineering and related careers will be implemented in the School of Engineering of the Universidad ORT Uruguay. In this context, during 2018 the Computer Science I course was redesigned. The change implies modifications in the content, delivery form (from "face to face" to a hybrid or "blended" approach), redesign of the site and teacher training, among other aspects. Several Lean practices have been used in the development process of the new course with the objectives of continuous improvement and optimize the use of resources. In this work, these practices and their application are described. It is also included the opinion of the teachers, who in general terms expressed a positive vision towards this change.

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An Evaluation of Different Types of Blended Learning Activities in Higher Education

Cited by 10 publications

References 6 publications

The Role of the Blackboard LMS in EFL Course Delivery During the COVID-19 Pandemic: Investigating Attitudes and Perceptions of Faculty and Students

The Role of the Blackboard LMS in EFL Course Delivery During the COVID-19 Pandemic: Investigating Attitudes and Perceptions of Faculty and Students

Aula invertida en cursos consecutivos de Programación (Programación I y II)

Aplicación de prácticas de Lean en el rediseño del curso de Programación I

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