Online Education Today

Mayadas, A. Frank; Bourne, J.R.; Bacsich, Paul

doi:10.1126/science.1168874

Cited by 100 publications

(61 citation statements)

References 3 publications

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“…Various authors agree that BL mode is an integration of the online mode with the traditional mode of face-to-face to offer class activities in a pedagogically valuable planned manner which provides flexibility [6], [16], [17]. In addition, other authors [1], [2], [8], [9], [18] support the findings related to the positives of the BL mode. The mode involves certain portions of the activities of face-to-face being replaced through the usage of online activities [2], [19].…”

Section: A What Is Blended Learning Modesupporting

confidence: 65%

“…BL is being embraced all over the world [9]. Therefore, educational institutions in Botswana need to rethink on the inclusion of the blended learning mode.…”

Section: A Background Scenariomentioning

confidence: 99%

“…With many institutions moving to this mode, the traditional way of face to face has seen its decline in institutions which are techno-savvy and oriented. BL growth and impact is currently undisputable in the educational field [9].…”

Section: Introductionmentioning

confidence: 99%

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An Empirical Investigation into Blended Learning Effects on Tertiary Students and Students Perceptions on the Approach in Botswana

Kebualemang¹,

Mogwe²

2017

ijacsa

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Abstract-The aim of the research was to conduct an empirical investigation into blended learning (BL) effects on tertiary students and students' perceptions on the approach. This purpose was objective driven, following three objectives which were identified as 1) to assess the impact of BL on students enrolled in Tertiary institutions; 2) to assess tertiary students' perceptions on the BL mode; and lastly 3) to establish the extent to which BL is accepted in a typical institution or university learning environment. An extensive literature review exercise was carried out which led to identification of two research questions to be used to meet the objectives and the purpose of the study. The research questions were 1) Does blended learning (BL) transform learners' attitudes towards learning and improves results? 2) Does blended learning (BL) revolutionizes learners' critical thinking levels and dispositions? Through the research the authors were specifically trying to elucidate and understand the BL mode and the effects it has on students, and their perceptions on it. The researcher followed the quantitative approach with the aid of using a questionnaire to further understand the effects of BL mode on students and their perceptions on the same, after reviewing several literatures. The findings indicated that the BL mode has a positive impact on the students, and students' perceptions on the BL mode were also positive. These findings led to positive conclusions on the BL mode, substantiating the literature review findings on the same. In the light of the findings, and the objectives of the study, the authors concluded the study by proposing a framework which could be used for monitoring BL effects on tertiary students and students' perceptions on the approach, as the results from the study indicated a positive outlook on the BL mode.

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Section: A What Is Blended Learning Modesupporting

confidence: 65%

“…BL is being embraced all over the world [9]. Therefore, educational institutions in Botswana need to rethink on the inclusion of the blended learning mode.…”

Section: A Background Scenariomentioning

confidence: 99%

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An Empirical Investigation into Blended Learning Effects on Tertiary Students and Students Perceptions on the Approach in Botswana

Kebualemang¹,

Mogwe²

2017

ijacsa

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“…Instructors also appreciate the increased flexibility offered by online learning (Mayadas et al 2009). A meta-analysis of online learning from the Department of Education suggests that students perform well in online learning situations and even better when online learning was paired with face-to-face instruction (Office of Planning, Evaluation, and Policy Development 2010).…”

Section: Discussionmentioning

confidence: 99%

Using Online Lectures to Make Time for Active Learning

et al. 2012

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To make time in class for group activities devoted to critical thinking, we integrated a series of short online lectures into the homework assignments of a large, introductory biology course at a research university. The majority of students viewed the online lectures before coming to class and reported that the online lectures helped them to complete the in-class activity and did not increase the amount of time they devoted to the course. In addition, students who viewed the online lecture performed better on clicker questions designed to test lower-order cognitive skills. The in-class activities then gave the students practice analyzing the information in groups and provided the instructor with feedback about the students' understanding of the material. On the basis of the results of this study, we support creating hybrid course models that allow students to learn the fundamental information outside of class time, thereby creating time during the class period to be dedicated toward the conceptual understanding of the material.T HE lecture hall is no longer the primary portal for the dissemination of information. Instead, the college classroom must embrace a new role as a place where students can work with instructors and peers to apply and evaluate the wealth of information that is available (Handelsman et al. 2004(Handelsman et al. , 2007Ebert-May and Hodder 2008). Students actively engaged in constructing their own learning demonstrate increased learning gains and enhanced retention of course material when compared to students who listen to traditional lectures (Udovic et al. 2002;Knight and Wood 2005;Deslauriers et al. 2011). Engagement in active-learning exercises like small group learning requires students to communicate their thought processes. Instructors can then gauge whether the course learning objectives are being achieved and can identify and address student misconceptions (Klymkowsky et al. 2003;Allen and Tanner 2005;Phillips et al. 2008). Implementation of active learning in the science classroom recognizes the value of diversity and increases student retention (Felder 1993;Buncick et al. 2001). Given these benefits, national agencies have promoted the inclusion of active learning in undergraduate science education (National Research Council 2000 Aaas 2011), which raises questions about how to implement active learning while maintaining sufficient coverage of the fundamental information.Instructors have been experimenting with new delivery methods, moving away from the traditional in-class lecture and out-of-class problem set model. For example, many instructors are now incorporating online learning components, which have been shown to improve both student attitudes and academic performance (Grabe and Christopherson 2008;McFarlin 2008;Vatovec and Balser 2009). Other models, like team-based learning, flip the standard paradigm and instead require students to read information outside of class to prepare for in-class activities (Foertsch et al. 2002). On the basis of these ideas in an atte...

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“…Blended courses have also been recognized as a type of online course (Mayadas, Bourne, & Bacsich, 2009) when they contain online components. Since 2004, the SloanConsortium has organized conferences and workshops focused on blended learning and from these adopted a definition of blended learning that includes courses that have planned integration of online learning with face-to-face activities in a pedagogically sound manner, and courses that have some portion of face-to-face learning defined by an institution being replaced by online activity (Picciano & Dziuban, 2007).…”

Section: Background and Context Of The Blended Distance Laboratorymentioning

confidence: 99%

First year chemistry laboratory courses for distance learners: Development and transfer credit acceptance

Brewer

Cinel

Harrison

et al. 2013

IRRODL

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In delivering chemistry courses by distance, a key challenge is to offer the learner an authentic and meaningful laboratory experience that still provides the rigour required to continue on in science. To satisfy this need, two distance general chemistry laboratory courses appropriate for Bachelor of Science (B.Sc.) students, including chemistry majors, have been recently developed at Thompson Rivers University. A constructive alignment process was employed which clearly mapped learning outcomes and activities to appropriate assessment tools. These blended laboratory courses feature custom home experimental kits and combine elements of online and hands-on learning. The courses were designed for flexible continuous enrollment and provide online resources including tutor support, instructional videos, lab report submission, and student evaluation. The assessment of students includes laboratory reports, safety quizzes, reflective journaling, digital photo documentation, and invigilated written and online practical exams. Emphasizing the quality and rigour in these distance laboratory learning experiences allowed both courses to be accepted for B.Sc. transfer credit by other institutions, an important criterion for students. This paper will outline the design and development process of these new blended laboratory courses, their course structures and assessments, and initial student results.

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Online Education Today

Cited by 100 publications

References 3 publications

An Empirical Investigation into Blended Learning Effects on Tertiary Students and Students Perceptions on the Approach in Botswana

An Empirical Investigation into Blended Learning Effects on Tertiary Students and Students Perceptions on the Approach in Botswana

Using Online Lectures to Make Time for Active Learning

First year chemistry laboratory courses for distance learners: Development and transfer credit acceptance

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