Smart utilization of tertiary instructional modes

Hamilton, John R.; Tee, Singwhat

doi:10.1016/j.compedu.2009.10.009

Cited by 26 publications

(19 citation statements)

References 59 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…These findings sustain the findings in the literature review [19], [38], [41] that BL mode has a positive impact to students and it changes their attitudes for the best [2], [19], [23].…”

Section: B Part B: Blended Learning and My Attitude To Learningsupporting

confidence: 80%

See 1 more Smart Citation

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

Kebualemang¹,

Mogwe²

2017

ijacsa

View full text Add to dashboard Cite

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.

show abstract

“…These findings sustain the findings in the literature review [19], [38], [41] that BL mode has a positive impact to students and it changes their attitudes for the best [2], [19], [23].…”

Section: B Part B: Blended Learning and My Attitude To Learningsupporting

confidence: 80%

“…6% remained and 3% disagreed. This also sustains the findings by various authors from various studies who have shown that BL mode impacts positively on students' analytical skills and open thinking [19], [38], [41].…”

Section: B Part B: Blended Learning and My Attitude To Learningsupporting

confidence: 72%

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

Kebualemang¹,

Mogwe²

2017

ijacsa

View full text Add to dashboard Cite

show abstract

“…The changing methods of course content delivery have long been an established topic of discussion and debate among the faculty and more particularly the academic management of universities around the globe (Hamilton and Tee 2010;Michinov and Michinov 2008). The latest focus of Learning & Teaching departments in most universities has been the varied benefits of information and communication technologies and their potential delivery methods of the learning objectives for each course as well as the extension of the physical classroom beyond its four walls and its assignments, activities or the program itself at the institutional level (Bonk et al 2012).…”

Section: Introductionmentioning

confidence: 99%

“…This particular study into the learning outcomes and experiences of students, delivered as a blended curriculum, supports the increasing global trend in the use of Blended Learning as an effective content delivery method in higher education. The delivery of this method may include one or any combination of modes to accompany the face-to-face tutorials from, using social media, to problem-solving gamification, to video-conferencing with each other or with industry participants, to role-playing activities, to virtual learning systems, to online interactive quizzes or challenges, to the multitude of simulations available online (Hamilton and Tee 2010).…”

Section: Introductionmentioning

confidence: 99%

Defining student learning experience through blended learning

et al. 2020

View full text Add to dashboard Cite

This paper aims to explore the benefits of Blended Learning towards students' learning experiences at an offshore campus of an Australian university located in Ho Chi Minh City, Vietnam. At the university campus, the Blended Learning practice in use is the displacement of content. Content displacement refers to a portion of the learning content and activities for a course being delivered online via the Learning Management System. Learning not only happens in face-to-face sessions at a given time but is extended to online spaces as well, happening anywhere at any time at students' preference. The focus of this research is its usefulness and effectiveness in promoting interactions between students and their peers, their teachers, and course materials. An online survey, which was designed based on a set of validated questions, was used to collect data from sixty-six students enrolled in eight Blended Learning courses. The analysis of the survey results provides empirical evidence to the claim that students' perception of their learning experiences at the university was beneficially impacted as a result of the Blended Learning environment in each of their classes. Specifically, factor analysis using oblique rotation method identifies a clear factor structure across survey questions, representing four dimensions of benefits: Engagement, Flexibility of learning, Online learning experience, and Self-confidence. In addition, significant differences between the clusters on these factors indicate that students vary in their responses towards the benefits of Blended Learning and their experience with a Blended Learning approach.

show abstract

“…Considerando que o nível de envolvimento do aluno durante o processo de aprendizado tem papel chave na qualidade e profundidade do aprendizado atingido [18,19,20], este trabalho objetiva apresentar um jogo de ordenação para os alunos da disciplina de estruturas de dados simularem a ordenação. Assim, poderão vivenciar de modo prático o processo de ordenação de um conjunto de números inteiros.…”

Section: Introductionunclassified

SORTIA 2.0:Um jogo de ordenação para o ensino de Estrutura de Dados

Battistella

Petri

Wangenheim

et al. 2016

Anais Do Simpósio Brasileiro De Sistemas De Informação (SBSI)

View full text Add to dashboard Cite

RESUMOO ensino de algoritmos de ordenação nas disciplinas de estrutura de dados, dos cursos da área de Computação, tipicamente é realizado por meio de aula-expositiva e implementação de algoritmos pelos alunos. Com objetivo de apoiar o ensino de algoritmos, o artigo apresenta o jogo SORTIA 2.0, que visa ensinar o algoritmo de ordenação Heapsort através da simulação da sua execução. Ele é um jogo online, single player e gratuito. Para a avaliação sistemática do jogo foi realizado um estudo de caso utilizando o modelo MEEGA, tendo como amostra 25 alunos da disciplina de estrutura de dados do curso de Ciência da Computação da Universidade Federal de Santa Catarina (UFSC). Os resultados da avaliação evidenciam que os alunos se sentiram satisfeitos, confiantes, imersos e se divertiram com o jogo. Mas principalmente consideraram que ele realmente contribui para o aprendizado na disciplina e também profissionalmente. ABSTRACTThe teach of sorting algorithms in data structure discipline of Computer courses, typically is accomplished through lectures and implementation of algorithms by students. With the aim of support the teaching algorithms, this paper presents the SORTIA 2.0 game, which aims to teach the Heapsort sorting algorithm through simulation of its execution. It is an online game, single player and free. To evaluate the game we used the model for assessment educational game MEEGA. The evaluation involved 25 students of the discipline of data structure of Computer Science course, of the Federal University of Santa Catarina (UFSC).The results of this first evaluation show that students felt satisfied, confident, immersed and have fun with the game, but principally consider that it really contributes to learning the discipline and also professionally.

show abstract

Smart utilization of tertiary instructional modes

Cited by 26 publications

References 59 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

Defining student learning experience through blended learning

SORTIA 2.0:Um jogo de ordenação para o ensino de Estrutura de Dados

Contact Info

Product

Resources

About