Transforming traditional lectures into problem‐based blended learning: challenges and experiences

Dalsgaard, Christian; Godsk, Mikkel

doi:10.1080/02680510601100143

Cited by 57 publications

(40 citation statements)

References 5 publications

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“…student podcasts in Lee, McLoughlin, & Chan, 2008), or simply allowing easy communication between students, from which peer feedback and reflection will naturally arise (Lee & Choi, 2017). Furthermore, technology enables the development of interactive teaching approaches such as blended learning (Dalsgaard & Godsk, 2007) or flipped learning (Akçayır & Akçayır, 2018). These have been found to increase attainment (Al-Qahtani & Higgins, 2013;Charles-Ogan & Williams, 2015), as well as decrease subject-specific anxieties (Marshall, Staddon, Wilson, & Mann, 2017).…”

Section: Technology Enhanced Learningmentioning

confidence: 99%

Bringing technology to the mature classroom: age differences in use and attitudes

Staddon

2020

Int J Educ Technol High Educ

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Mature students are anecdotally thought to be more anxious about technology than younger students, to the extent that they avoid using technology. This is a problem in today's higher education classrooms which often use a range of learning technologies, particularly as cohorts are becoming more and more likely to contain mature students. Previous work examining the attitudes of mature students to technology no longer reflects contemporary student age profiles or the current technological landscape. This study asks whether modern mature students in a UK university have more negative attitudes towards technology than younger students, and whether their usage of technology is different. A new diagnostic instrument, the Technology Attitudes Questionnaire, was developed to determine how students use technology for course activities and personal use, and their attitudes towards technology more generally. It was found that mature students use fewer technologies than younger students and use them less frequently, but have used them for a longer period over their lives. No difference was found for attitudes towards technology between the mature and younger groups. This research aims to contribute to the wider field of technology attitudes and use, particularly for the modern mature student cohort. These findings can be used to inform how educators design learning resources and use technology on their courses, working towards an age-inclusive programme. IntroductionThis paper conducts a timely exploration of students' attitudes towards digital technology and how students use technology, using a new instrument designed for purpose. It asks whether mature students have more negative attitudes towards technology than younger students, and how the usage differs between these two groups. It will be of use to educators who are designing resources using technology for use in higher education (HE) classrooms, which are more and more likely to contain mature students as part of a changing cohort. Additionally, it makes a wider contribution to the study of technology attitudes and use, an ongoing field that is continually changing with the evolving technology landscape and a changing student cohort.

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Section: Technology Enhanced Learningmentioning

confidence: 99%

Bringing technology to the mature classroom: age differences in use and attitudes

Staddon

2020

Int J Educ Technol High Educ

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“…Students expect a relevant and engaging learning approach". Promoting a more student-centred approach to learning while meeting the competing demands on academic time is not easy but Dalsgaard and Godsk (2007) have suggested that blended learning techniques have the potential to facilitate this process. By comprising a significant online element to complement the situation is what determines their learning approach.…”

Section: Introductionmentioning

confidence: 99%

Teaching for Better Learning: A Blended Learning Pilot Project with First-Year Geography Undergraduates

Moore

Gilmartin

2010

Journal of Geography in Higher Education

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Internationally, recognition is growing that the transition between post-primary and higher education is raising a number of challenges for both students and educators. Simultaneously with growing class sizes, resources have become more constrained and there is a new set of expectations from the "net generation" (Mohanna, 2007, p. 211) The use of e-learning in medical education, Postgraduate Medical Journal, 83, p. 211). Within this transforming context, modes of instruction that cater for different paces of learning and learning styles by combining traditional and electronic media have become increasingly important. This paper discusses the transformation of an introductory human geography module at University College Dublin using a blended learning approach that extends beyond the media used to incorporate all aspects of, and inputs into, the learning process. Our experience highlights how blended learning can aid the achievement of a range of objectives in relation to student engagement and the promotion of deeper learning. However, blended learning is not a quick-fix solution to all issues relating to new university students and our analysis draws out a more complex relationship than anticipated between blended learning and student retention that will require further examination.

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“…Furthermore, feedback also provides motivation for students to learn [10]. In addition, feedback identifies room for improvement as individual and group comments enhance the learning points [24]. Feedback also provides satisfaction for the student's learning since they might receive an immediate or a constant response about the work conducted [25].…”

Section: Feedback From the Job / Workmentioning

confidence: 99%

Meaningfulness of Blended Learning Module Characteristics

2017

Nov. 20-22, 2017 Kuala Lumpur (Malaysia) SETH-17, CAENS-17, BDMCE-17, FEWCMB-17, ANPMS-17, ELBIS-17 &Amp; LHSRS-17

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Transforming traditional lectures into problem‐based blended learning: challenges and experiences

Cited by 57 publications

References 5 publications

Bringing technology to the mature classroom: age differences in use and attitudes

Bringing technology to the mature classroom: age differences in use and attitudes

Teaching for Better Learning: A Blended Learning Pilot Project with First-Year Geography Undergraduates

Meaningfulness of Blended Learning Module Characteristics

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