Blended Learning as a Strategy to Improve Collaborative Task Performance

Schweizer, Karin; Paechter, Manuela; Weidenmann, Bernd

doi:10.1080/1358165032000165699

Cited by 58 publications

(38 citation statements)

References 19 publications

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“…This finding is attributed to the fact that blended learning courses allow professors to think less about delivering instruction and instead focus on producing learning and reaching out to students. Schweizer et al (2003) examined how groups of learners work together in blended learning and elearning environments. Three pure e-learning courses were compared to one blended learning course were participants formed learning teams who met at three points in time.…”

Section: Review Of Literaturementioning

confidence: 99%

The Pedagogy of Blended Learning: A Brief Review

Nuruzzaman¹

2016

IRA-JEMS

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Section: Review Of Literaturementioning

confidence: 99%

The Pedagogy of Blended Learning: A Brief Review

Nuruzzaman¹

2016

IRA-JEMS

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“…Β) Εικονική τάξη: οι μαθητές εμπλέκονται σε αυθεντικές καταστάσεις μάθησης Γ) Συνεργασία ομάδων από απόσταση Δ) Διαδραστική παρουσίαση αποτελεσμάτων -επιχειρηματολογία Η τεχνική αξιοπιστία των χρησιμοποιούμενων μέσων (δίκτυο, εικόνα, ήχος κλπ) είναι καθοριστικός παράγοντας επιτυχίας (Αναστασιάδης, 2008(Αναστασιάδης, , Hearnshaw, 2000. Από την άλλη, η 'εικονική' παρουσία των συμμετεχόντων και συνακόλουθα η φτωχή μη λεκτική και οπτική επικοινωνία θεωρείται ότι περιορίζει την ποιότητα της διαπροσωπικής αλληλεπίδρασης (Schweizer et al, 2003, Bates, 1995 ειδικά όταν τα παιδιά δεν γνωρίζονται από πριν. Γι' αυτό απαιτείται μετασχηματισμός στη μεθοδολογία και το ρόλο του εκπαιδευτικού (Καραγιάννη κ.α., 2010 Στην αρχή της ΔΤ οι εκπαιδευτικοί αλληλοσυστήθηκαν, οικοδομώντας ευχάριστο κλίμα και έδωσαν το λόγο στους μαθητές (εικόνα 1).…”

Section: λέξεις-κλειδιά: φύση επιστημονικής γνώσης διαδραστική τηλεδunclassified

Ενισχύοντας Τη Διδασκαλία Της Φύσης Της Επιστημονικής Γνώσης Μέσω Συνεργατικής Διεξαγωγής Πειράματος Σε Περιβάλλον Διαδραστικής Τηλεδιάσκεψης.

Αρλαπάνος¹,

Καπόλας²

2017

ICODL

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The present teaching practice was designed and implemented during the school year 2016-17 in the context of a cross-school cooperation protocol between two senior high schools, and aimed at teaching specific elements of the Nature of Scientific Knowledge within the Biology class such as empirical evidence, review and criticism, consensus of the scientific community, diversity and changeability of method, creativity, subjectivity and tentativeness. Cooperative experiment conduction in an interactive videoconferencing environment along with shared documents real-time processing was chosen as a teaching method. The project was evaluated at a distance, through the synergistically action of two Biology teachers, working in different Greek prefectures, with two pairs of classes comprised of a total of appr.100 students. The implementation was transacted in two separate couples of teaching hours for each pair of distant classes. The teaching scenario's scope was to gain students insight the experimental procedure of counting the Reaction Time (RT), in terms of time lapse between an external stimulus (visual, auditory etc) and a conscious body reaction. The cooperative preparation and implementation of the experimental procedure and the dialectic that emerged in real time between distant students-scientists created a condition of true scientific research and interaction. As a result, we believe that the interactive videoconference enhanced the experiential character of the teaching method and consequently highlighted elements of the Nature of Scientific Knowledge. Moreover, benefits were identified as far as pedagogy, socialization and cognition are concerned, while some problems were questioned and suggestions for further improvement were made. Keywords: nature of scientific knowledge (NOSk), interactive videoconference, biology, inquiry-based learning, cross-school cooperationΠερίληψη Η παρούσα εκπαιδευτική πρακτική σχεδιάστηκε και υλοποιήθηκε κατά το σχολικό έτος 2016-17, στο πλαίσιο πρωτοκόλλου συνεργασίας μεταξύ δύο σχολείων της δευτεροβάθμιας εκπαίδευσης σε διαφορετικούς νομούς και με στόχο τη διδασκαλία ορισμένων χαρακτηριστικών της Φύσης της Επιστημονικής Γνώσης στη Βιολογία της Α' Λυκείου, όπως, εμπειρική τεκμηρίωση, κριτική, συναίνεση επιστημονικής

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“…There may be a lack of the non-verbal and para-verbal information that is present in face-to-face communication, and an overall depersonalisation of the student experience, resulting in an increased drop-out rate (Schweizer, Paechter & Weidenmann, 2003). There is also potential for students to rely too heavily on online resources at the expense of attendance at face-to-face sessions, and this may lead to a reduction in attainment (O'Toole, & Absalom, 2003).…”

Section: A Blended Learning Approachmentioning

confidence: 99%

“…Firstly, the online resources provided key information and allowed students to acquire basic knowledge and facts relating to study skills. This provided the content component of the BL environment (Kerres & De Witt, 2003), and the asynchronous setting was considered appropriate for this type of divergent process (Schweizer, Paechter & Weidenmann, 2003). Secondly, the online resources explained the nature of each weekly study skills task and required students to interact with the resources to complete the task.…”

Section: Design Of the Study Skills Modulementioning

confidence: 99%

Facilitating the Development of Study Skills through a Blended Learning Approach

Smith

Groves

Bowd

et al. 2012

IJHE

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This study examined the effectiveness of a Blended Learning (BL) environment designed to facilitate the learning of study skills with a large (over 200) and diverse undergraduate student cohort in a Higher Education (HE) institution in the UK. A BL environment was designed using the model provided by Kerres & De Witt (2003), and was also designed to be consistent with Kolb's (1984) experiential learning cycle. Eight focus groups with six students were undertaken to examine student perceptions of their learning experience, and to establish if learning had taken place in each phase of Kolb's (1984) cycle. All students also completed a reflective study skills essay, and a sample of these were scrutinised for evidence of certain aspects of experiential learning. Student engagement in the module and the BL environment was examined through small group tutorials. The results suggest that the module encouraged a high level of student engagement, and learning in each stage of Kolb's (1984) experiential learning cycle, and that the use of a BL environment facilitated aspects of this experiential learning. Teachers in HE should therefore consider the potential benefits of a blended learning approach as a means of facilitating the experiential learning of study skills.

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Blended Learning as a Strategy to Improve Collaborative Task Performance

Cited by 58 publications

References 19 publications

The Pedagogy of Blended Learning: A Brief Review

The Pedagogy of Blended Learning: A Brief Review

Ενισχύοντας Τη Διδασκαλία Της Φύσης Της Επιστημονικής Γνώσης Μέσω Συνεργατικής Διεξαγωγής Πειράματος Σε Περιβάλλον Διαδραστικής Τηλεδιάσκεψης.

Facilitating the Development of Study Skills through a Blended Learning Approach

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