The design of blended learning in response to student diversity in higher education: Instructors’ views and use of differentiated instruction in blended learning

Boelens, Ruth; Voet, Michiel; Wever, Bram De

doi:10.1016/j.compedu.2018.02.009

Cited by 236 publications

(182 citation statements)

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“…In this case, the students view the contents (previously prepared by the teachers) in different places, during their spare time, in informal environments (Pereira, Fillol, & Moura, 2019) using mobile devices connected to the Internet (Long, Cummins, & Waugh, 2017). This promotes a learning process facilitated by the use of technology (Froehlich, 2018) and encourages flexibility, both of time (contents can be viewed as many times as necessary and at any occasion), and space (they can be viewed anywhere), in contrast with other more traditional and conservative methodologies (Boelens, Voet, & Wever, 2018).…”

Section: The State-of-the-art In Flipped Learning In Scientific Litermentioning

confidence: 99%

Projection of the Flipped Learning Methodology in the Teaching Staff of Cross-Border Contexts

Belmonte

Sánchez

Espejo

2019

J. New Approaches Educ. Res.

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Technological impact and immigration have resulted in ICT playing a significant role in educational adaptation to multicultural environments. This study focuses on flipped learning as an innovative teaching method. The overall objectives of this research are, on the one hand, to carry out a review of the scientific literature about flipped learning, and, on the other hand, to know the extent of its scope amongst teaching staff in cross-border regions. To achieve these objectives, a quantitative method has been developed through a descriptive model. 316 teachers from different educational centres of the Spanish Autonomous City of Ceuta (Spain) were selected as a sample, and an ad hoc questionnaire was used as an instrument for collecting personal data. Statistical procedures were performed through SPSS software, using location and scattering parameters (median and standard deviation), measurements (Pearson’s asymmetry coefficient and Fisher’s pointing coefficient) and association tasks between variables. The results show that teachers claim to have the necessary knowledge to implement flipped learning in their programmes, but they still have certain deficiencies in their specific training. A significant number of these teachers do not use it because they lack training and digital assets, and also because of a certain apprehension towards innovative practices. The main benefits include the improvement in the student’s autonomy, their participation, interaction and motivation, as well as the teachers’ satisfaction. Regarding the teachers’ perception, it therefore follows that flipped learning contributes to the attention towards diversity created by the multicultural environments, which in this case is a result of the migration phenomenon.

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Section: The State-of-the-art In Flipped Learning In Scientific Litermentioning

confidence: 99%

Projection of the Flipped Learning Methodology in the Teaching Staff of Cross-Border Contexts

Belmonte

Sánchez

Espejo

2019

J. New Approaches Educ. Res.

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“…On the student side, the flexibility of the programs and the ability to collaborate with the groups require a more autonomous, proactive, more committed profile, capable of working alone, with discipline, perseverance, with the willingness to share knowledge (Boelens et al, 2018). Butz and Stupnisky (2016) argue that there is a direct relationship among the format of teaching, the motivational profile of students and the fulfillment of educational objectives.…”

Section: Discussionmentioning

confidence: 99%

“…But how to meet these goals, with overcrowded classes, common in emerging economies' universities and colleges? Full classrooms became common because of the need to graduate a larger number of professionals to meet market demands (Baepler, Walker, & Driessen, 2014), due to the budget contraction of many universities and because of the economic recession suffered in many parts of the world, linked to the increase in unemployment that drives people to continue studying (Barr & Turner, 2013) and also, due to the need for time and space flexibility required by an increasingly diverse population (Boelens, Voet, & De Wever, 2018).…”

Section: Introductionmentioning

confidence: 99%

Challenges on teaching of Management through blended education

Carmona

Santos²

2020

Pensamento Contemporâneo em Administração

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This study analyzes the challenges of blended education (BL) of Management from teachers' perspective. We conducted semi-structured interviews with seven university professors with experience in traditional, distance and BL modalities. Data analysis was performed through content analysis. Our findings suggest that universities predisposed to adopt the BL seek better-trained teachers, with knowledge and skills on digital platforms and open to new technologies. Our findings evidence that teachers can use alternative, less-complex and less-expensive platforms to interact with students and encourage them to be active in the BL environment. Finally, motivated, autonomous, disciplined and committed learners are expected in BL environments. ResumoEste estudo analisa os desafios da educação semipresencial (ES) de Administração a partir da perspectiva dos professores. Foram conduzidas entrevistas semiestruturadas com sete professores universitários com experiência nas modalidades de educação tradicional, à distância e semipresencial. A análise dos dados foi realizada por análise de conteúdo. Os achados sugerem que as universidades predispostas a adotar a ES buscam professores mais bem treinados, com conhecimentos e habilidades em plataformas digitais e abertos a novas tecnologias. Nossos achados evidenciam que os professores podem usar plataformas alternativas, menos complexas e menos caras para interagir com os alunos, para incentivá-los a permanecerem ativos no ambiente de ES. Finalmente, alunos motivados, autônomos, disciplinados e comprometidos são esperados nos ambientes de ES.

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“…In addition, it gives the main role of all learning to the student, becoming the leading figure of all educational action. This promotes their autonomy, planning, and decision-making about their instructional period [37,38].This innovative methodology makes it easier for students to access the contents of the subject that is the object of study from any device with internet access [39]. This promotes individualized learning adapted to the needs of each student.…”

mentioning

confidence: 99%

“…This innovative methodology makes it easier for students to access the contents of the subject that is the object of study from any device with internet access [39]. This promotes individualized learning adapted to the needs of each student.…”

mentioning

confidence: 99%

Formative Transcendence of Flipped Learning in Mathematics Students of Secondary Education

et al. 2019

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Educational technology is achieving great potential in the formative processes of today's society. Flipped learning is considered as a pedagogical innovation derived from the technological influence in learning spaces. The general objective of the research is to analyze the effectiveness of flipped learning on a traditional teaching and learning approach in the subject of Mathematics. To achieve this objective, an experimental design of a descriptive and correlational type has been followed through a quantitative research method. Two study groups have been set up. In the control group, the contents have been imparted from a traditional perspective, and in the experimental group, innovation has been applied through the use of flipped learning. The sample of participants has been chosen by means of intentional sampling and reached the figure of 60 students in the 4th year of Secondary Education at an educational center in Ceuta (Spain). A questionnaire has been used for data collection. The results reflect that the application of flipped learning has obtained better assessment in established attitudinal and mathematical indicators. It is concluded that with the use of flipped learning, motivation and skills are increased in the analysis and representation of graphs. flipped learning has many followers around the world. This methodology is carried out by thousands of teachers in their classrooms and has obtained the confidence of many pedagogues for its effectiveness in the development of educational processes and for the achievement of objectives [14][15][16].At the educational level, flipped learning is considered a mixed process that involves both online teaching and face-to-face teaching [17]. This involves an exchange of roles between educational agents. The teacher goes from being the protagonist to being in charge of guiding and guiding the student's instructional process through both face-to-face and virtual tutoring of the students, and also becomes the creator of audiovisual teaching materials [18,19]. This methodology requires turning around the daily didactic processes to which we are accustomed, that is, with flipped learning, the student visualizes and assimilates the contents in their home or in any place and medium that allows them to access audiovisual resources before going to school [20]. Therefore, students acquire content knowledge through instructional materials prepared by teachers through multimedia resources (i.e., videos, simulations, activities, online lectures) provided on a digital platform [21]. This technology platform and online learning environment in flipped instruction allows students the affordance of additional time and space to practice, deepen content knowledge, and apply problem solving beyond the face-to-face in-class learning environment [22][23][24][25].This technopedagogical approach focuses its main action on reversing the spatiotemporal factor and the way in which the educational action takes place [26,27]. On the one hand, the face-to-face teaching period is invested in...

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The design of blended learning in response to student diversity in higher education: Instructors’ views and use of differentiated instruction in blended learning

Cited by 236 publications

References 35 publications

Projection of the Flipped Learning Methodology in the Teaching Staff of Cross-Border Contexts

Projection of the Flipped Learning Methodology in the Teaching Staff of Cross-Border Contexts

Challenges on teaching of Management through blended education

Formative Transcendence of Flipped Learning in Mathematics Students of Secondary Education

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