Despite Faculty Skepticism: Lessons from a Graduate-Level Seminar in a Hybrid Course Environment

Palmer, Megan; Shaker, Genevieve G.; Hoffmann‐Longtin, Krista

doi:10.1080/87567555.2014.912608

Cited by 8 publications

(3 citation statements)

References 6 publications

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“…However, this does not change the fact that students want to use technology [35,38]. That is, they are motivated to participate actively in the learning process [39], but they need support in the meaningful use of technology [25,[40][41][42] to support them in the development of ICT-competence [43]. What follows is that it is professors who can serve as those who scaffold the learning if they have the ICT-competence.…”

Section: Technology-enhanced Learning In Higher Educationmentioning

confidence: 99%

Sustainable Higher Education and Technology-Enhanced Learning (TEL)

et al. 2018

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The field of education is not immune to advances in sophisticated information and communication technology (ICT). Going beyond the ICT-hype, the objective of this paper is to examine to what extent and how technology-enhanced teaching and learning (TEL) can enhance teaching and learning and, hence, turn them into levers of sustainable socio-economic growth and development. To address these questions, a multidimensional survey was developed and distributed internationally to lecturers/professors active in the field of higher education. The initial point of departure for this study was consistent with the well-referenced in the literature thesis that TEL has profound value added in view of enhancing the teaching and learning process. Yet, as the outcomes of the survey underpinning the discussion in this paper suggest, there is much more is at stake than that. Indeed, it is argued that several conditions need to be fulfilled if technology is to serve as a benefit, and not an obstacle to teaching and learning, and thus boost the delivery of quality education. This paper outlines them.which suggests that an intrinsic, albeit contentious, link exists between education and the ICT industry. Considering that the objective of research is to expand our knowledge and understanding of the world around us and to make research findings usable to all stakeholders, the interesting question is whether and how the inroad of technology in the field of education is of value to our societies.Quality education is one of the Sustainable Development Goals (SDGs) approved at the United Nations (UN) forum in 2015 [10]. In an attempt to go beyond the success of the Millennium Development Goals, the SDGs put forth the imperative to "ensure inclusive and quality education for all and promote lifelong learning" [10]. Quality education may be the key lever of sustainable development [9,11,12] around the world, i.e., including the developing and the developed world. In this view, the access to, the role, and the potential of the use of technology in teaching and learning become more than a slogan. Indeed, the definition of inclusive education [13] points out to the decisive role of technology-enhanced education vis-à-vis boosting technological innovativeness, strengthening the economy, enhancing awareness of environmental sustainability, and ultimately empowering people to secure their wellbeing. Undoubtedly, the inroad of technology in the field of education yields a great promise. As the use of ICT in classroom matures and so the debate on it, it is necessary to get back to basics, and going beyond the ICT-hype, to examine to what extent and how TEL can effectively add to teaching and learning, and, consequently, to the imperative of quality education and sustainable growth and development. To address these questions and concerns, a multidimensional international survey was run. The discussion in this paper draws from insights collected in this way and queries them. The reminder of the paper is structured as follows. Following a brief literat...

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Section: Technology-enhanced Learning In Higher Educationmentioning

confidence: 99%

Sustainable Higher Education and Technology-Enhanced Learning (TEL)

et al. 2018

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“…Other studies suggest that community college students do as well in hybrid classes as they do in traditional courses (Crawford et al 2014;Palmer, et al, 2014;Ryan et al 2016;Xu & Jaggars, 2013). Hybrid or blended courses may offer just the right mix of independent online learning while still providing the personal support and motivation associated with a face-to-face instruction.…”

Section: Academic Success and The Online Learning Environmentmentioning

confidence: 99%

Online, Blended And Technology-Enhanced Learning: Tools To Facilitate Community College Student Success In The Digitally-Driven Workplace

Levy

2017

CIER

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Community colleges have embraced distance education as a means to provide increased flexibility and access to their large numbers of non-traditional students. Retention rates and student achievement measures alone may not reflect all of the benefits and opportunities that online learning, blended or hybrid learning, and technology-enhanced learning may afford these students. Online learning resources should be viewed as a tremendous value-added benefit for community college students, not only for the content conveyed, but also for fostering the digital readiness, cultivating the professional personas, and encouraging the self-directed learning needed to succeed in the digitally-driven workplace.

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“…Blended learning, or hybrid courses, can improve the learning situation [ 19 ] but is no remedy for sedentary students if it only replaces lecture time with computer time. Due to developments in ICT, students and teachers can work wherever is best for them.…”

Section: Introductionmentioning

confidence: 99%

Walking Outdoors during Seminars Improved Perceived Seminar Quality and Sense of Well-Being among Participants

Bälter

Hedin

Tobiasson

et al. 2018

IJERPH

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Low levels of physical activity and sedentary behaviour are a growing health problem globally. Physical inactivity is associated with increased risk of numerous ailments, cardiovascular disease and mortality. Our primary aim was to perform a feasibility study on how to incorporate physical activity among students and teachers in regular teaching activities. The second aim was to investigate how students and teachers perceived the differences between outdoor walking seminars and regular indoor seminars. By transforming an on-campus course into a blended course, we were able to conduct seminars outdoors in nearby nature while walking. These walking seminars were evaluated among 131 students and nine teachers leading the walking seminars. The responses to the student survey and teacher interviews indicate that discussions, sense of well-being and the general quality of the seminar improved, regardless of how physically active participants were the rest of the time. The study shows one way to increase physical activity with small means; in our case, a reorganization of how we prepared for the seminars which allowed for walking discussions.

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Despite Faculty Skepticism: Lessons from a Graduate-Level Seminar in a Hybrid Course Environment

Cited by 8 publications

References 6 publications

Sustainable Higher Education and Technology-Enhanced Learning (TEL)

Sustainable Higher Education and Technology-Enhanced Learning (TEL)

Online, Blended And Technology-Enhanced Learning: Tools To Facilitate Community College Student Success In The Digitally-Driven Workplace

Walking Outdoors during Seminars Improved Perceived Seminar Quality and Sense of Well-Being among Participants

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