Planning and implementation framework for a hybrid e-learning model

Huang, Leelien Ken

doi:10.1177/0961000609351367

Cited by 10 publications

(6 citation statements)

References 66 publications

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“…These provide a good source of planning information as well as case studies that offer examples of integrated solutions for learning space. Some of these draw upon experience in schools (Barrett & Zhang, 2009), while others are more directly relevant to universities (JISC, 2006;Oblinger, 2006), particularly university libraries (Huang, 2010), and others again describe trends at a national level (Alexi Marmot Associates & haa design, 2006;Alexi Marmot Associates et al, 2009). Some guidelines are quite instrumental in nature, focusing more on efficiency metrics such as space utilisation (SMG, 2006).…”

Section: Models Of Learning Space 169mentioning

confidence: 99%

Models of learning space: integrating research on space, place and learning in higher education

Ellis

Goodyear

2016

Review of Education

237

125

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Learning space research is a relatively new field of study that seeks to inform the design, evaluation and management of learning spaces. This paper reviews a dispersed and fragmented literature relevant to understanding connections between university learning spaces and student learning activities. From this review, the paper distils a number of core concerns and identifies some gaps in the literature. One of its primary goals is to clear the ground for the construction of models of learning space that can be used by the various parties involved in the design and evaluation of new learning spaces: teachers, architects, interior designers, IT managers, educational leaders and students. A closely related goal is to help those participating in learning space research locate and understand each other's contributions. Fragmentation in research related to learning and physical spaces makes progress in the field slow. Our review makes two passes over the field: drawing together research from architecture, the learning sciences, environmental psychology, human computer interaction and elsewhere to identify research foci and gaps, and then also capturing some work by learning space researchers that directly attempts to model the main relationships in the field. The paper ends with a summary of implications for research and practice.

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Section: Models Of Learning Space 169mentioning

confidence: 99%

Models of learning space: integrating research on space, place and learning in higher education

Ellis

Goodyear

2016

Review of Education

237

125

View full text Add to dashboard Cite

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“…Moreover, we could share Huang's (2010) opinion based on the global experience of any e-learning realization. Any type of e-learning could be successful due to a university support of e-learning system development and the educators' development.…”

Section: Resultsmentioning

confidence: 99%

Foreign Language To Master Degree Students:

Kurenkova¹,

Maslova²,

Savelyeva³

et al. 2020

European Proceedings of Social and Behavioural Sciences

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“…Развитие гибридного обучения в период пандемии опиралось на имеющийся опыт дистанционного обучения в профессиональном образовании Huang, 2010;. Гибридное обучение в актуальном понимании представляет собой сочетание различных форматов обучения (с обязательным электронным удаленным взаимодействием) (Sun, 2020;Redkina, Education and Self Development.…”

Section: анализ отечественной и зарубежной литературы по проблеме исследованияunclassified

Developing the potential of visualization technologies in hybrid tuition

Belonovskaya¹,

Kiryakova²,

Goriainova³

et al. 2021

E&SD

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Research problem. The problem of the pedagogical technologies effectiveness for students’ distance learning has grown more acute in the extreme period of the world pandemic lockdowns. The analysis of the training quality and students’ estimations showed a decrease in the significance of vocational and oriented texts; weak association between educational material and the reality of the profession; vagueness of visual representation of study objects; misunderstanding of the processes studied; reluctance to read the texts of methodological materials; misunderstanding of presentation graphics; rapid fatigue and reduced concentration of attention in monologue lectures. The research focuses on the experience of using the developing potential of imaging technologies in hybrid training. Research aim: To analyze the experience of implementing various modern technologies for visualizing the content of vocational and oriented educational disciplines in hybrid university tuition; to identify and experimentally test the positive effects of the influence of visualization technologies in hybrid tuition. Research methods: Theoretical methods – the analysis of the developing potential of pedagogical technologies for visualizing objects and processes in domestic and foreign universities. Experimental methods included: case visualization; Flickr-illustration of presentations; static and dynamic animation; video and qualimetric analysis. Empirical methods included; statistical analysis of the students’ questionnaire results; learning products and the results of academic achievements. The study involved 103 students on 2-3 undergraduate courses. Conclusions and recommendations. The research provides conclusions about the significant developing potential of pedagogical technologies of visualization in the educational process of the university. The analysis of the educational results demonstrated the demand for visualization technologies. Most assessments of academic achievements and the students’ own predictions were above average. Case visualization as a variant of visualization technology provides a realistic presentation of real-life situations. Flickr-illustration of presentations is based on advanced Internet skills. The cooperative presentations by several students ensured the development of teamwork in a geographically distributed remote format. The animated images and dynamism of the objects revived lectures; reduced the fatigue; and the monotony of teachers’ and students’ distance meetings. This method contributed to the concentration of attention and the development of students’ professional intuition. It provides the ability to repeat and watch video recordings of laboratory at a convenient time for detailed monitoring of the process under study. Thus, visualization technologies in the modern digital version improve the quality of professional education both in full-time and in a distance format of training in the universities. Application: In the development of training courses on MOODLE platforms as well as other digital higher education educational environments.

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Planning and implementation framework for a hybrid e-learning model

Cited by 10 publications

References 66 publications

Models of learning space: integrating research on space, place and learning in higher education

Models of learning space: integrating research on space, place and learning in higher education

Foreign Language To Master Degree Students:

Developing the potential of visualization technologies in hybrid tuition

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