Blended Learning: Promising Strategic Alternative in Higher Education

Pavla, Slechtova; Vojáčková, Hana; Voracek, Jan

doi:10.1016/j.sbspro.2015.01.238

Cited by 24 publications

(19 citation statements)

References 17 publications

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“…Learning environments (personal / networked, at work / at home, virtual classroom / physical classroom) (Pavla, Hana, & Jan, 2015). After more than a decade of experimenting with and reflecting on the use of this modality at the University of los Andes Center for Innovation in Technology and Education (Conecta-TE), our experience has shown that transformative bLearning programs-those where bLearning is used to foster educational change aligned with the plan for institutional development-require attention to a combination of organizational, educational and operational factors of success (Galvis & Osorio, 2017).…”

Section: Distance Education and Virtual Learning Environmentsmentioning

confidence: 99%

Supporting decision-making processes on blended learning in higher education: literature and good practices review

Galvis

2018

Int J Educ Technol High Educ

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This article seeks to support decision-making processes in higher education institutions interested in using blended learning (from now on bLearning) as a complement to other learning ecologies. It explores factors that could influence an institution's decision to implement bLearning and addresses questions that should be answered in this regard. It aims to serve as a framework to strategic and tactical decisions around bLearning as a complement to other learning modalities. Questions aimed at supporting the construction of multidimensional bLearning environments that transform educational practices are raised around themes requiring critical analysis to materialize the bLearning implementation strategy: educational, operational and business models. This work concludes with an analysis of how to achieve the institutional transformation process, including how to articulate the bLearning modality with existing pedagogical approaches such that bLearning innovations become institutionalized and sustainable.

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Section: Distance Education and Virtual Learning Environmentsmentioning

confidence: 99%

Supporting decision-making processes on blended learning in higher education: literature and good practices review

Galvis

2018

Int J Educ Technol High Educ

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“…This calls for a need to reflect the developments in technology to educational environments of the new generation (Pavla, Hana, & Jan, 2015). Blended learning that combines the most effective characteristics of face-to-face teaching and online learning activities (Ismael, Bakar, & Latif, 2016) aims to increase the quality and efficiency of learning outcomes (Aytaç & Altunçekiç, 2012) and to provide effective and efficient learning (Uluyol & Karadeniz, 2009).…”

Section: Summary the Effect Of Delivering Concept Cartoons In Mobile mentioning

confidence: 99%

“…Bu bağlamda karma öğrenme ortamları, dijital neslin ihtiyaçlarını karşılayarak etkili öğrenmeyi destekleyebilmektedir (Pavla, Hana ve Jan, 2015).…”

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Kavram Karikatürlerinin Mobil Öğrenme Ortamında Ulaştırılmasının Ortaöğretimde İngilizce Deyim Öğrenmeye Etkisi

Gümüş¹,

Kavanoz²,

Yılmaz³

2017

efdyyu

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“…In recent times, higher education institutions are faced with alternatives for employing technology-supported learning due to its use for resource sharing, virtual network use, educational program improvement, and industry needs fulfilment (Pavla et al, 2015). Technological learning appears as something crucial to be maintained within educational processes as university students are close to the use of technologies in their everyday life for communication and knowledge development.…”

Section: Introductionmentioning

confidence: 99%

The Implementation of Blended Learning in English for Arts Education Program: A Case Study

Kristianingrum

Widyantoro

2020

lkw

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This study aims at exploring the blended learning implementation in English for Arts Education Program and reporting lessons learned from the practice. Some theories regarding blended learning adoption and English for Specific Purposes (ESP) were utilized as the theoretical framework. As this case study was conducted in the ESP course in the Arts Education study program of a private university in Yogyakarta, Indonesia, a qualitative case study research design was employed, resulting in an in- depth description of the overall implementation. The data were collected through in-class and online observations, a semi-structured interview, and a focus group discussion (FGD) conducted in two classes employing blended learning, 20 representative students recruited by purposive sampling technique, and the lecturer of the course. The results were analyzed descriptively using content analysis. Based on the analysis, some stages undergone by the lecturer were drawn as they are in line with blended learning adoption stages and framework. Thus, some lessons learned reveal concerns on flexibility and accessibility to technologies and learning sources, a balanced portion of collaborative and independent learning, Information Technology (IT) knowledge, and material clarification and immediate feedback that play significant roles to students’ skill improvement and effectiveness of a blended learning course. This study offers new insights for lecturers, institutions, and students planning to adopt this approach for the findings present consideration of elements required in developing a blended learning course.

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Blended Learning: Promising Strategic Alternative in Higher Education

Cited by 24 publications

References 17 publications

Supporting decision-making processes on blended learning in higher education: literature and good practices review

Supporting decision-making processes on blended learning in higher education: literature and good practices review

Kavram Karikatürlerinin Mobil Öğrenme Ortamında Ulaştırılmasının Ortaöğretimde İngilizce Deyim Öğrenmeye Etkisi

The Implementation of Blended Learning in English for Arts Education Program: A Case Study

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