Blended teaching and learning: a two-way systems approach

Hamilton, John R.; Tee, Singwhat

doi:10.1080/07294360.2012.711301

Cited by 22 publications

(11 citation statements)

References 44 publications

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“…This design of the blended professional development course allows teachers to understand learners' needs in a blended environment, and overcome some of the challenge in transforming teachers' understanding in pedagogy and technological needs (e.g., Crompton et al, 2016). As Hamilton and Tee (2013) suggested, the blended learning systems should be designed with more interactive elements and to be more student-determined. It is not surprising to find that Educause places 'Faculty development' at the top of their list of key issues in teaching and learning in 2017 (ELI, 2017).…”

Section: Discussionmentioning

confidence: 99%

Blended learning in higher education: professional development in a Hong Kong university

Evans

Yip

Chan

et al. 2019

Higher Education Research & Development

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Online learning has become a ubiquitous part of the educational landscape and how teachers are supported in developing approaches to teaching online is a fundamental aspect of the students' learning experience. Based on the implementation of a professional development course on becoming an online teacher offered in a blended learning mode at one university in Hong Kong, this article proposes that offering this type of professional development in a blended mode is very effective in facilitating enhanced usage of the university's learning management system. In a blended mode, teachers are actively engaged with blended learning and were found to make more extensive use of features/ tools in Blackboard after they attended the professional development course. Results support that offering professional development in a blended mode provides teachers with an authentic student perspective, at the same time as they take guided steps in the teacher's role in blended learning.

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Section: Discussionmentioning

confidence: 99%

Blended learning in higher education: professional development in a Hong Kong university

Evans

Yip

Chan

et al. 2019

Higher Education Research & Development

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show abstract

“…This refers to ‘the flipped classroom’ as defined in the literature. It describes a process where the student has more ownership and responsibility for their learning, and is often made possible by online resources or ‘technology-enhanced learning’ 37 39 …”

Section: Discussionmentioning

confidence: 99%

Prioritising topics for the undergraduate ENT curriculum

et al. 2017

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Objective:Knowledge of ENT is important for many doctors, but undergraduate time is limited. This study aimed to identify what is thought about ENT knowledge amongst non-ENT doctors, and the key topics that the curriculum should focus on.Methods:Doctors were interviewed about their views of ENT knowledge amongst non-ENT doctors, and asked to identify key topics. These topics were then used to devise a questionnaire, which was distributed to multiple stakeholders in order to identify the key topics.Results:ENT knowledge was generally thought to be poor amongst doctors, and it was recommended that undergraduate ENT topics be kept simple. The highest rated topics were: clinical examination; when to refer; acute otitis media; common emergencies; tonsillitis and quinsy; management of ENT problems by non-ENT doctors; stridor and stertor; otitis externa; and otitis media with effusion.Conclusion:This study identified a number of key ENT topics, and will help to inform future development of ENT curricula.

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“…The facts that occur in very boring learning activities will make students less enthusiastic about learning and even fall asleep [7] [8].…”

Section: Introductionmentioning

confidence: 99%

Blended Learning as Instructional Model in Vocational Education: Literature Review

Krismadinata¹,

Verawardina²,

Jalinus³

et al. 2020

ujer

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Blended teaching and learning: a two-way systems approach

Cited by 22 publications

References 44 publications

Blended learning in higher education: professional development in a Hong Kong university

Blended learning in higher education: professional development in a Hong Kong university

Prioritising topics for the undergraduate ENT curriculum

Blended Learning as Instructional Model in Vocational Education: Literature Review

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