Teachers' experiences of teaching in a blended learning environment

Jokinen, Pirkko; Mikkonen, Ìrma

doi:10.1016/j.nepr.2013.03.014

Cited by 81 publications

(63 citation statements)

References 14 publications

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“…In Jokinen and Mikkonen (2013), authors studied the teacher's experiences on planning and implementing the teaching to undergraduate nursing students in a blended learning environment. The program supports students to reflect on theory and practice in real life problem solving and decision making.…”

Section: Results Of Literature Reviewmentioning

confidence: 99%

Teaching using video-conferencing: approaches and challenges

Niyizamwiyitira

2016

Proceedings of Lärarlärdom: Conference on Higher Education

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Video-conferencing teaching removed the barrier of distance learning, and reduced studying cost. This type of learning has boosted the number of graduates in a short time at a low cost. However, the quality of education has been criticized; the literature review showed that the Community of Inquiry framework (CoI) cognitive, social, and teaching presences must be followed in order to improve the learning and teaching quality. This paper investigates the pedagogic approaches and challenges of video-conference teaching in a multi-campus environment. Two methods are used in this study; namely, literature review and case study. The literature review shows the state-of-the-practice of video-conferencing teaching in order to know the challenges in this area and providing a base for conducting the study on the field. As a result, thoughts and experiences could lead course developers and designers to alleviate issues that are present in this type of teaching. In order to have real world experience, a case study is conducted on teleeducation learning center of University of Rwanda (UR). In this center, Indian universities offer courses at the college of education learning center in the UR and to other Universities across African countries simultaneously.The data is collected through unstructured interviews, and the analysis is done using the CoI coding template which embeds the key indicators of CoI. It was found that teacher centered learning method is improved by a synergy of students centered, project based, and inquiry based learning in order to engage students to think critically and creatively. This is referred as from "sage on the stage to guide on the side."

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Section: Results Of Literature Reviewmentioning

confidence: 99%

Teaching using video-conferencing: approaches and challenges

Niyizamwiyitira

2016

Proceedings of Lärarlärdom: Conference on Higher Education

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“…Students and pharmacists were actively engaged in knowledge construction with peers, fellow students, and teachers. Other studies on blended learning courses reported high levels of satisfaction on the part of instructors, particularly with regard to increased interaction and positive relationships with students [21,23,32,33,45,47,48].…”

Section: Discussionmentioning

confidence: 95%

“…However, we struggled with the idea of reducing classroom hours. In the Pain Module, we maintained the traditional 3 h of classroom time per week, and in the Therapeutics course, lecture time was only reduced by 1 h. Reducing classroom hours has been recognized in previous studies as one of the greatest challenges for faculty members [32].…”

Section: Discussionmentioning

confidence: 99%

“…We learned from our individual and collective teaching experiences, generated new ideas, continually improved course design, and shared the workload. Other scholars engaged with blended learning report the benefits of teamwork and community-building [10,11,32,45].…”

Section: Discussionmentioning

confidence: 99%

“…Considerable research has been conducted on the practical aspects of course development and implementation of blended learning [29,30]. Some of the benefits of blended learning to students include flexibility in time and space [16,24], high levels of engagement with other students and professors [31], exposure to a variety of learning experiences [32], recognition of different learning styles [33], and responsiveness to the needs of a new generation of students [24]. Faculty experiences with blended learning have been less often studied [25,34].…”

Section: Open Accessmentioning

confidence: 99%

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Blended Learning: Reflections on Teaching Experiences across the Pharmacy Education Continuum

2013

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Abstract:Experiences with online learning in higher education have grown due to advancements in technology, technological savviness of students, changes in student expectations, and evolution of teaching approaches in higher education. Blended learning, the thoughtful fusion of face-to-face instruction with online learning, can enhance student learning and provide rewarding teaching experiences for faculty members. Pharmacy educators are beginning to employ blended learning across the continuum of professional education from entry-to-practice programs to continuing professional education programs. The objectives of this paper are to describe our early experiences with blended learning and how it has enhanced our teaching experiences. Possibilities for blended learning are considered as new curricula for pharmacy programs are developed at our institution.

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