Teaching for blended learning––Research perspectives from on-campus and distance students

Abstract

The concept of blended learning has begun to change the nature of all teaching and learning in higher education. Information and communication technologies have impacted by providing a means of access to digital resources and interactive communication for all courses and the blending of pedagogy and technology has produced a range of approaches to teaching and learning. This paper discusses the research literature and the writers' research, defining what they have concluded are teaching practices that use the concept of blended learning effectively. In investigating how ICT can add variation for student learning, they analyze this from two dominant modes of pedagogy, learning environment and pedagogy through both on-campus and distance education. In both modes, students acknowledged the power and effectiveness of blended learning.

Blended learning effectiveness: the relationship between student characteristics, design features and outcomes

“…In another study, learning experience and performance are known to improve when traditional course delivery is integrated with online learning (Stacey & Gerbic, 2007). Such improvement as noted may be an indicator of blended learning effectiveness.…”

The Use of Facebook for Educational Purposes in EFL Classrooms

“…Stacey and Gerbie (2007) found that struggling learners who were not able to follow the fast-paced class discussion prefer online activities which they perceive are much easier to comprehend. They also found that students were more engaged during online activities as compared to face-to-face class activities, where only the more confident students would participate in the class dialogues (Stacey and Gerbie, 2007). Therefore, using Facebook can truly enhance students' communication and interaction in the target language (Mills, 2009).…”

Block Teaching as the Basis for an Innovative Redesign of the PG Suite of Programmes in University of Bedfordshire Business School

“…Technology innovation has facilitated a number of innovative pedagogies in higher education. Blended learning for example has had a strong impact in both practice (Unger et al, 2013) and Higher Education (Erdem & Kibar, 2014;Lou et al, 2012;Wu et a., 2010) and is particularly suited to university courses where lecture content can be made available online and class time can then be prioritised for active student engagement (Boyinbode et al, 2013;McCarthy, 2010;Stacey & Gerbic, 2007). The blended learning model is based on social constructivism, a student-centred learning theory that stresses the need for collaboration among learners and practitioners.…”