Is Blended Learning Making Us Stupid, Too?

Archee, Ray

doi:10.4236/jss.2015.39010

Cited by 6 publications

(5 citation statements)

References 4 publications

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“…This seems to be an indictment of the LMS content or the students' overall interest and motivation, or both. The author's figures from 5 years' worth of Blackboard analytics for taught units confirm that using the LMS is usually only performed once a week per unit, on average by the majority of students, and this occurs mainly in class (Archee, 2015). The inference is that students use technology in a peripheral fashion, and while the curriculum expectation is 8 hrs of reading/study, that figure is grossly over-estimated from the actual times retrieved.…”

Section: New Students Need Audience Analysismentioning

confidence: 95%

A Crisis of Confidence in Higher Education: Is Technology the Solution?

Archee

2020

EJTE

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Higher education is one of the great successes of the twenty-first century. Once the province of an elite few, a university degree is now commonplace as the industrial revolution transforms into the digital age. However, the process of teaching has not changed much since Aristotle taught at the Lyceum: students still meet their teachers to listen and ponder their words of wisdom. This process has become less desirable for some students who now learn entirely online, or those who cannot reconcile the cost of a degree with its overall employment benefits. Dystopian theories have criticized current online educational practice as leading to inadequate reading, poor recall and confused cognition. But technology is seen by others as a panacea for rising costs, massive class sizes and fully engaging digital native students. Universities and colleges need to make some mindful decisions to curtail decreasing interest, less funding and disruptive competition. Is technology a saviour or an impediment in this process?

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Section: New Students Need Audience Analysismentioning

confidence: 95%

A Crisis of Confidence in Higher Education: Is Technology the Solution?

Archee

2020

EJTE

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“…Thanks to technological possibilities and spread of the Internet, it originated as an alternative to traditional face-to-face teaching/learning. However, some authors have traced the origin of blended learning even before 2000, e.g., Norm Friesen (2012) mentions a news release by EPICLearning, an Atlanta-based software company, advertising their courses using a blended-learning approach in 1999 and Ray Archee (2015) explains her experience of creating first blended-learning courses in 1996.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

European Cultural Heritage and Skills Development Course for Adult Learners’ Self-Development

Luka

2021

JECS

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Aim. This article aims to evaluate the target course created and the development of adult learners’ 21st century skills during the course implementation in six EU countries. Concept. European Cultural Heritage and Skills Development Course is a culture-based blended-learning course created within the framework of the Erasmus+ project “Cultural Knowledge and Language Competences as a Means to Develop 21stCentury Skills” conducted in six EU countries: Croatia, Latvia, Slovenia, Romania, Poland and Czech Republic (Project No.2018-1-HR-01-KA204-047430; 2018-2021). The course content is presented in a form of a story, applying innovative methodologies and tools increasing adult learners’ cultural knowledge and ensuring the skills development. This article focusses on blended-learning in particular, and the course evaluation given by learners and teachers after the course implementation in the six partner countries as well as the development of adult learners’ 21st century skills. Results and conclusion.The results indicate a positive evaluation of the learning platform, the learning methodologies and tasks as well as a positive trend considering the development of learners’ 21st century skills, including the English language competences. Although the results varied from country to country, no extremely significant differences between the evaluation done by learners and the teachers were found, thus the course may be applicable to adult teaching/learning. Practical application.The created blended-learning course may be a viable option for developing adult learners’ 21st century skills and increasing their cultural awareness of the less known EU intangible cultural heritage. Originality.The contribution describes the difference between flipped, hybrid and blended-learning and introduces a novel approach of creating a blended-learning course for adult learners.

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“…Reka bentuk pengajaran dapat didefinisikan sebagai amalan mencipta pengalaman pengajaran untuk membantu memudahkan pembelajaran dengan lebih berkesan. Driscoll & Carliner [24] menyatakan bahawa reka bentuk adalah lebih daripada satu proses. Proses dan hasil yang didapati, merupakan rangka pemikiran [25].…”

Section: Perbandingan Metodologiunclassified

Koswer Multimedia Interaktif Berasaskan Web Bagi Tajuk ‘Discovering Computer’ Berkonsepkan Strategi Pembelajaran Kendiri

Salman¹,

Rasli²

2021

Journal of Engineering, Technology, and Applied Science

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Teknologi multimedia interaktif telah menyumbang kepada proses pengajaran dan pembelajaran yang lebih efektif khususnya dalam penggunaan perisian instruksional koswer. Tujuan kajian ini adalah untuk membangunkan koswer multimedia interaktif bagi pelajar universiti untuk mempelajari dengan lebih mendalam berkenaan komputer yang bertajuk Discovering Computer. Koswer ini dibangunkan dengan menggunakan metodologi ADDIE yang terdiri daripada modul pelajar, video pembelajaran dan koleksi latihan. Pengujian kebolehgunaan meliputi isi kandungan kursus, kebolehcapaian, reka bentuk antara muka dan kebolehfungsian dijalankan dengan menggunakan kaedah tinjauan kuantitatif yang melibatkan seramai 33 orang sampel. Sasaran utama koswer ini ialah pelajar universiti yang berumur di antara 18 tahun ke 25 tahun sahaja. Dapatan menunjukkan bahawa kandungan pembelajaran di dalam koswer ini adalah lebih menarik dan interatif berbanding pembelajaran menggunakan teknik pengajaran tradisional iaitu berasaskan buku. Selain itu, pengguna koswer ini dapat meningkatkan mutu dan prestasi pengajaran dan pembelajaran (bahan bantu mengajar) dan juga meningkatkan pengalaman dan motivasi pelajar. Web-Based Interactive Multimedia Courseware for the ‘Discovering Computer’ in the Self-Learning Strategies Concept Abstract: Interactive multimedia technology has contributed to a more effective teaching and learning process, especially in the use of instructional software. The purpose of this study is to develop an interactive multimedia courseware for university students to learn more about computer entitle Discovering Computer. This courseware is developed by using the ADDIE methodology comprises of student modules, learning videos and a collection of exercises. Software Usability testing consist of course content, accessibility, interface design and functionality were evaluated using a quantitative survey method that involving 33 samples respondents by student in different categories. The main target of this study is university student‘s aged between 18 and 25 years old. Findings indicate that the learning content in this book is more interesting and interactive than learning using traditional teaching technique, book based learning. In addition, this courseware can enhance the quality and performance of teaching and learning (teaching aids) and also improve student’s experience and motivation. Keywords: Computer Teaching and Learning, Interactive Multimedia Courseware, Self-Paced Learning Strategies, Teaching Aids.

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Is Blended Learning Making Us Stupid, Too?

Cited by 6 publications

References 4 publications

A Crisis of Confidence in Higher Education: Is Technology the Solution?

A Crisis of Confidence in Higher Education: Is Technology the Solution?

European Cultural Heritage and Skills Development Course for Adult Learners’ Self-Development

Koswer Multimedia Interaktif Berasaskan Web Bagi Tajuk ‘Discovering Computer’ Berkonsepkan Strategi Pembelajaran Kendiri

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