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

Levy, Dawn

doi:10.19030/cier.v10i4.10039

Cited by 31 publications

(28 citation statements)

References 21 publications

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“…Trinder's (2017) study of Austrian university students and their use of modern technology in independent settings led her to make the case that there should be a higher degree of attention given to online, informed methods of learning the English language. Her research indicated that online learning resources are of great value to students, not only in terms of the practical benefits to their language learning but also for improving their digital literacy and in encouraging selfdirected learning, which will be essential for their future learning practices (Levy, 2017).…”

Section: The Rationale Of Blended Learningmentioning

confidence: 99%

Using Blended Learning to Support the Teaching of English as a Foreign Language

Sheerah¹

2020

AWEJ

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The recent development in the field of technology in education has led to renewed interest in blending traditional methods of teaching with technology which might enhance language teaching and learning. The purpose of this paper is to review the literature concerning the strengths and weaknesses of blended learning as a technology-enhanced pedagogical tool that combines online and face-to-face instructional activities, on the development of English skills, inclusive of its use in the teaching of English as a Foreign Language (EFL). Furthermore, this article sheds new light on how blended learning allows the learner to become autonomous and engaged in the construction the knowledge, rather than acting as passive absorbers. It is expected that this paper will contribute to enhancing the body of knowledge that exists in the area of blended learning, especially as it applies to the issue of the acquisition of experience in English as a foreign language. It can be concluded that the use of blended learning has the potential to support EFL learning and maximize EFL learners' opportunities to practice the English language freely at their convenience. There are issues which need to be addressed and, or resolved, such as ensuring that the library facilities are capable of delivering this type of approach, online materials are suitably supportive of the students needed to access them, and the design of blended learning approaches take account of the preferred learning methods of students, and the workload required to be successful.

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Section: The Rationale Of Blended Learningmentioning

confidence: 99%

Using Blended Learning to Support the Teaching of English as a Foreign Language

Sheerah¹

2020

AWEJ

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“…Further, a virtual community of practice (Nistor et al , 2014) may be particularly useful for doctoral students especially part-timers, with limited opportunities for interaction on campus for additional emotional support and mentoring opportunities. Additionally, these tools may augment developing technological skills and digital readiness (Levy, 2017) for the doctoral students’ future endeavors in the growing digital workplace (Friedman and Mandelbaum, 2011).…”

Section: Theoretical Frameworkmentioning

confidence: 99%

“…Interactive communication technologies such as online or blended learning systems (Levy, 2017), mobile devices (Skierkowski and Wood, 2012) and cloud computing (Lis and Paula, 2015) may offer possible concrete options for program design to enhancing doctoral student learning. These technologies provide support, flexibility and accessibility for doctoral students, and form a virtual community of practice (Nistor et al , 2014).…”

Section: Theoretical Frameworkmentioning

confidence: 99%

Supporting part-time students in doctoral programs: a technology-based situated learning model

Zhang

Carroll

et al. 2021

SGPE

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Purpose This paper aims to expand the theory of situated learning with the application of technology and provides a technology-based situated learning model with suggestions for doctoral program design. Design/methodology/approach A literature review of the relevant topics was conducted. Themes emerged by the systematic review of the relevant studies and theoretical framework. Findings Studies reveal that part-time doctoral students often feel unsupported, dissatisfied and disconnected with their program. Many of these issues may be mitigated by faculty and peer mentoring, and various forms of asynchronous communication through a situated learning framework with interactive communication technologies. Research limitations/implications Research of doctoral education should pay more attention to part-time doctoral students and investigate the quality of their programs given their individual needs, and how their progression and completion can be achieved through the innovative approaches proposed in this study. Practical implications Program designers may use a technology-based situated learning approach in program design to fulfill part-time doctoral students’ needs toward enhancing mentorship, students’ academic self-efficacy and career preparation. Further support is offered through a virtual community of practice. Social implications This paper draws researchers’ attention to program design and part-time doctoral students’ retention and completion of a doctoral program. Originality/value This study provides an innovative synergetic model that helps administrators and program designers to design doctoral programs and motivates researchers to conduct research regarding part-time doctoral students.

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“…Interactive communication technologies such as online or blended learning systems (Levy, 2017), mobile devices (Skierkowski & Wood, 2012), and cloud computing (Lisa & Paula, 2015) can address many of the current issues for doctoral students. These technologies provide support, flexibility, and accessibility for doctoral students, and form a virtual community of practice (Nistor et al, 2014).…”

Section: Career Goals and Technology Integrated Interactive Learning Contextmentioning

confidence: 99%

“…After a mutual plan to address these issues is developed, Alissa commences her program with specific procedures to support her. She checks in regularly with Dr. A via email, text message (Skierkowski & Wood, 2012), blended learning systems (Levy, 2017), or cloud computing (Lisa & Paula, 2015). Although she often misses her program's research meetings, she can access the discussion via a video recording or notes on a shared document in cloud computing.…”

Section: Dr a And Alissa Revisitedmentioning

confidence: 99%

Doctoral Program Design Based on Technology-Based Situated Learning and Mentoring: A Comparison of Part-Time and Full-Time Doctoral Students

Zhang

Carroll

et al. 2020

IJDS

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Aim/Purpose: Most programs are designed with full-time doctoral students’ characteristics and needs in mind; few programs consider the unique needs of part-time doctoral students, including time restrictions, experiences during the program, identity development, and different professional aspirations. The purpose of this study was to evaluate the potential differences between part-time and full-time doctoral students in their scholarly development, and how technology may serve as a communication and organization tool for individual and program support. Background: Built on the application of communities of practice, information and communication technology, and situated learning theory, this study sought to evaluate the potential differences among full-time and part-time doctoral students associated with their scholarly development in a traditional doctoral program at a large research-intensive university. Methodology: This study used independent samples t-test to evaluate the potential differences between part-time and full-time doctoral students in their scholarly development. Data were collected from 98 doctoral students via a survey. This study also employed two hypothetical cases that described the issues and solutions related to the program pursuant to scholarly development, which further illustrated the quantitative results and provided more meaningful discussions and suggestions. Contribution: This study provided insights into part-time doctoral students’ scholarly development and provided suggestions for designing doctoral programs and differentiated mentoring for both full-time and part-time doctoral students. Further, additional multifaceted mentoring approaches including peer mentoring and e-mentoring were evaluated. Findings: Significant differences were found in four aspects of doctoral students’ scholarly development: the opportunities to do research related to grants with faculty, support for scholarly work in addition to advisor’s support, involvement in the teaching/supervision activities, and goals for scholarly development. Recommendations for Practitioners: Program designers, faculty, and especially mentors should appreciate the differences between part-time and full-time doctoral students. Potential program redesigns should include judicious applications of technology as essential components to address limited accessibility and opportunities for part-time students. An Individual Development Plan (IDP) should be used to mentor doctoral students to enhance the effectiveness of mentoring regarding academic goals, actions, and related roles and responsibilities. Recommendation for Researchers: Future research can further evaluate and develop the instrument to better measure more domains of doctoral students’ scholarly development. Additionally, qualitative methods may be used to further provide the emic description of the process of part-time students’ engagement with the program, mentors, and peers. Impact on Society: With consideration of the unique needs of part-time students and the application of technology-based learning community, opportunities are provided for mentors and doctoral students to engage in scholarship and develop a sense of belonging to their doctoral program. Future Research: Future research can examine the differences between male and female doctoral students, different race groups, and disciplines.

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

Cited by 31 publications

References 21 publications

Using Blended Learning to Support the Teaching of English as a Foreign Language

Using Blended Learning to Support the Teaching of English as a Foreign Language

Supporting part-time students in doctoral programs: a technology-based situated learning model

Doctoral Program Design Based on Technology-Based Situated Learning and Mentoring: A Comparison of Part-Time and Full-Time Doctoral Students

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