Assessing collaborative work in a higher education blended learning context: strategies and students’ perceptions

Pombo, Lúcia; Loureiro, Maria João; Moreira, António

doi:10.1080/09523987.2010.518814

Cited by 22 publications

(19 citation statements)

References 7 publications

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“…Activities that promote a collaborative process of building and reshaping understanding with and among their peers might be especially important in courses that involve ethical reflection (Jonassen et al, 1996; McAlpine, 2000). In one study that evaluated both the content of the module and the tools used to deliver it, students’ feedback highlighted the importance of incorporating assignments that encouraged learning and critical reflection via peer assessment and interaction (Pombo et al, 2010). While none of the online Fogarty courses included peer reviews, peer critiques, and peer evaluations, they did rely heavily on activities that foster communications via the use of interactive discussion boards.…”

Section: Discussionmentioning

confidence: 99%

“…Recently, online training opportunities in research ethics have been developed for worldwide audiences that can supplement traditional learning by addressing limitations inherent in face-to-face educational programs (McAlpine, 2000; Pombo, Loureiro, & Moreira, 2010; University of Miami, 2012). Such offerings can reach a much larger number of individuals from diverse geographic locations, as they can be accessed “anytime, anywhere.” Issues with reliable Internet availability and limited bandwidth remain in LMICs, but have improved in recent years.…”

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confidence: 99%

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An Analysis of Online Courses in Research Ethics in the Fogarty-Sponsored Bioethics Training Programs

Silverman

Strosberg

Luna³

et al. 2013

Journal of Empirical Research on Human Research Ethics

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Several training programs sponsored by the NIH/Fogarty International Center’s International Research Ethics Education and Curriculum Development Program offer online graduate-level courses in research ethics to participants in low- and middle-income countries. This paper describes the evaluation of four of these online courses and recommendations for improvements to achieve the highest-quality design and delivery. We used an evaluation matrix consisting of 95 criteria based on recommended best practices in eLearning. Our results showed that these courses are developing or meeting nearly 73% of the criteria, while they are not meeting approximately 21% of the criteria. Together, one or more of the courses are developing or meeting 89 of the 95 criteria. These results suggest that the necessary skills and expertise exist in these programs to bring all of the eLearning courses close to 100% proficiency by sharing a common set of best practices. This paper is part of a collection of articles analyzing the Fogarty International Center’s International Research Ethics Education and Curriculum Development Program.

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Section: Discussionmentioning

confidence: 99%

mentioning

confidence: 99%

An Analysis of Online Courses in Research Ethics in the Fogarty-Sponsored Bioethics Training Programs

Silverman

Strosberg

Luna³

et al. 2013

Journal of Empirical Research on Human Research Ethics

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“…As mentioned above, the use of blended learning to enhance language learning in education has been well established over a significant period of time; however, its evolution has led to its adaptation to a variety of different areas in language learning. Blended learning has been explored in the area of reading skills development, such as improving vocabulary learning and reading skills (Alnoori & Obaid, 2017;Behjat, Yamini, & Bagheri, 2012;Ghazizadeh & Fatemipour, 2017;Hamdan, Mohamad, & Shaharuddin, 2017;Hinkelman, 2013;Kim, 2014) and reading strategies (Alshwiah, 2009;Hamdan et al, 2017;Levy, Dickerson, & Teague, 2011;Pombo, Loureiro, & Moreira, 2010).…”

Section: Blended Learning In Reading Instructionmentioning

confidence: 99%

The Implementation of Blended Learning to Enhance English Reading Skills of Thai Undergraduate Students

Yudhana¹

2021

ELT

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Blended learning is a pragmatic approach to education, combining online and traditional methods, applied extensively in the fields of English as a first, second and foreign language. The present study examined the effectiveness of the blended learning approach for the development of the reading skills of undergraduate students. Participants were 60 Thai students divided into experimental and control groups. Post-tests of each group were used as the main method of data collection, with a t-test being utilized to examine any differences between post-test scores. Statistically significant differences (t = 32.098; sig = .000) were investigated for effect size utilizing a Cohen’d test. Results revealed a significant effect size (Cohen’d = 3.937). The implications of this study suggest that the implementation of blended learning could considerably improve the English language reading skills of undergraduate students studying English as a foreign language.

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“…Researchers in distance education underscore the importance of effective higher education teaching and the need for technology to be adapted to pedagogical consideration and not vice versa (cf. Holley & Oliver, 2010;Pombo et al, 2010;Stacey & Gerbic, 2007). Pedagogical requirements with regard to type of conceptual and clinical skills required in autism intervention involve high levels of engagement interaction, and feedback.…”

Section: Pedagogical Considerationsmentioning

confidence: 99%

Intercultural Blended Design Considerations: A Case Study of a Nordic-Baltic Course in Autism Intervention

Käck

Roll-Pettersson

Ala’i-Rosales

et al. 2014

European Journal of Open, Distance and E-Learning

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Specialized educational programs previously unavailable to many students are now accessible to students spread throughout the world. In particular, this globalization presents new opportunities and challenges for universities educating professionals in the field of autism treatment. The aim of the present case study is to analyse the experiences of students who participated in an intercultural graduate level blended learning course in applied behaviour analysis with an autism focus. Students were enrolled in universities in four Nordic-Baltic countries. Country based focus group interviews and surveys were used to explore student’s experiences and perceptions. Results indicate that access to expertise and interacting with other cultures were noted to positively affect learning experience. Risk for cultural divide due to discrepancies in technology, differing pedagogical traditions, and understanding of English were also reported. Implications regarding the potential risks and benefits inherent in intercultural blended learning courses are discussed and suggestions are offered for enhancing the success of such courses.

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Assessing collaborative work in a higher education blended learning context: strategies and students’ perceptions

Cited by 22 publications

References 7 publications

An Analysis of Online Courses in Research Ethics in the Fogarty-Sponsored Bioethics Training Programs

An Analysis of Online Courses in Research Ethics in the Fogarty-Sponsored Bioethics Training Programs

The Implementation of Blended Learning to Enhance English Reading Skills of Thai Undergraduate Students

Intercultural Blended Design Considerations: A Case Study of a Nordic-Baltic Course in Autism Intervention

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