This open access book provides related theories, methods, strategies, and practical cases for implementing education reform through blended learning in curriculum, program, and institutions in the ...digital age. It sums up the research and practice achievements of blended learning from different research teams, involving more than 20 experts from educational technology, higher education, vocational education, and education management over the past 20 years. This book recommends relevant policies of blended learning to international organizations and governments in various countries, provides systematic solutions for administrators in institutions to promote educational reform via blended learning, and serves as a reference book for instructors, researchers, and relevant enterprise practitioners.
This study aims to determine differences in motivation and student achievement between students using direct learning model and students using blended learning model, improving motivation and student ...achievement by applying blended learning model of students of SMKN 1 Kraksaan. The quasi-experimental study used two groups, the experimental group using blended learning model and control group using direct learning model. The population of this research is the students of Eleven Grader of SMKN 1 Kraksaan. The result of the research shows that there is a significant difference between students 'motivation and achievement using blended learning model and students using direct learning model, there is a significant increase of students' motivation and achievement as a result of the blended learning model, and there is no interaction of the influence of the application of learning model and motivation to student achievement.
Objetivo: O objetivo deste estudo foi identificar o perfil da pesquisa acadêmica sobre blended learning no mundo e propor uma agenda de pesquisa para o tema. Referencial teórico: A literatura recente ...tem relatado bons resultados tanto no desempenho dos alunos quanto na satisfação dos estudantes no blended learning (Dziuban et al., 2004). No entanto, ainda há muito o que investigar e aprender sobre o BL por ser um desenvolvimento recente. Desenho/metodologia/abordagem: Analisamos o perfil das publicações internacionais sobre blended learning em gestão e negócios de 2001 a 2021. Identificamos quando, quem, onde e o quê foi publicado sobre o assunto, destacando os autores e periódicos de maior impacto com base no índice h e CiteScore (Scopus), além de explorar a cooperação entre países. Resultados: O volume de pesquisas vem aumentando nos últimos vinte anos, embora existam poucos autores, instituições e periódicos de referência contribuindo para a consolidação do tema e os países que realizam mais pesquisas conjuntas em redes de coautoria respondem pelo maior volume de publicações, autores e revistas de impacto. Pesquisa, implicações práticas e sociais: Sugerimos uma agenda de pesquisa futura e destacamos as contribuições feitas para a educação executiva e gerencial. Originalidade/valor: Os resultados indicam que o número de publicações está crescendo, sendo a área de gestão e negócios a que mais contribui, sendo que os países que produzem em coautoria também fornecem mais publicações.
Objetivo: O objetivo deste estudo foi identificar o perfil da pesquisa acadêmica sobre blended learning no mundo e propor uma agenda de pesquisa para o tema. Referencial teórico: A literatura recente ...tem relatado bons resultados tanto no desempenho dos alunos quanto na satisfação dos estudantes no blended learning (Dziuban et al., 2004). No entanto, ainda há muito o que investigar e aprender sobre o BL por ser um desenvolvimento recente. Desenho/metodologia/abordagem: Analisamos o perfil das publicações internacionais sobre blended learning em gestão e negócios de 2001 a 2021. Identificamos quando, quem, onde e o quê foi publicado sobre o assunto, destacando os autores e periódicos de maior impacto com base no índice h e CiteScore (Scopus), além de explorar a cooperação entre países. Resultados: O volume de pesquisas vem aumentando nos últimos vinte anos, embora existam poucos autores, instituições e periódicos de referência contribuindo para a consolidação do tema e os países que realizam mais pesquisas conjuntas em redes de coautoria respondem pelo maior volume de publicações, autores e revistas de impacto. Pesquisa, implicações práticas e sociais: Sugerimos uma agenda de pesquisa futura e destacamos as contribuições feitas para a educação executiva e gerencial. Originalidade/valor: Os resultados indicam que o número de publicações está crescendo, sendo a área de gestão e negócios a que mais contribui, sendo que os países que produzem em coautoria também fornecem mais publicações.
Blended learning Konnerup, Ulla; Dalsgaard, Christian
Tidsskriftet Læring og Medier (LOM),
03/2021
Journal Article
Open access
bliver anvendt på flere og flere uddannelsesinstitutioner. Begreberne har relationer til beslægtede betegnelser som hybrid læring, fleksibel uddannelse, multi-mode learning samt learning ecology. Det ...er på den ene side nogle meget brede begreber, der kan bruges til mange forskellige typer af undervisningsforløb, og som dermed kan kritiseres for at være upræcise og for generelle til at være anvendelige. På den anden side peger begreberne på en sammensætning og en kompleksitet i tilrettelæggelsen af undervisning, hvor man benytter sig af forskellige værktøjer, metoder og rum. Dermed udgør betegnelsen blended learning ikke en særlig tilgang eller pædagogik, men skal nærmere ses som en åbning mod at tilrettelægge undervisning på nye måder, der er supporteret og medieret af flere teknologier, og hvor forskellige on/offline formater og samarbejdsformer er gentænkt i hele forløb; at man fx ikke blot tilføjer teknologier som et ekstra lag oven i den eksisterende undervisning, men at man tænker det sammen i en helhed. På den måde kan blended learning ses som en anledning til at gentænke undervisning og uddannelser med inddragelse af forskellige metoder, teknologier og undervisningsformer.I de seneste 20 år er forskellige variationer af og formater for blended learning blevet en naturlig del af uddannelsesinstitutionernes tilbud. Formen anses for at kunne bidrage til en pædagogisk mangfoldighed og øge mulighederne for fleksibel tilrettelæggelse af undervisning.Selve begrebet “blended learning” betegner rammesætningen af en række af fysiske og online undervisningsmiljøer end en egentlig læringsforståelse; men hvilken forståelse af læring kendetegner og muliggør de forskellige formater og designs af blended learning? De mangeartede og mangefacetterede læringskontekster udfordrer didaktiske designere og det bliver nødvendigt at forholde sig til, hvordan læring finder sted i og på tværs af forskellige typer af læringsmiljøer. En central udfordring ligger i at tilrettelægge et “godt blend”, der udgør en helhed, hvor der er en pædagogisk overensstemmelse mellem eksempelvis online og fysiske formater, og at disse ikke kommer til at køre som parallelle eller adskilte forløb.De er disse spørgsmål og udfordringer, der er udgangspunktet for og bliver behandlet i artiklerne i dette temanummer til Læring og Medier.
More and more higher educational institutions invest in technology-enhanced learning spaces, which raises the question of how these environments can be shaped to be as effective as possible. A ...specific new learning space is the synchronous hybrid or blended learning environment in which both on-site and remote students can simultaneously attend learning activities. Given that synchronous hybrid learning is relatively new, there are few studies that have investigated its use and effectiveness. This study synthesised the best available evidence worldwide to provide an overview of the state-of-the-art of the current research regarding the benefits, challenges and current design principles to set up synchronous hybrid learning. In line with the Preferred Reporting Items for Systematic Reviews and Meta-Analyses, we included 47 studies which were analysed to respond to our research questions. One of the main findings is that existing research suggests cautious optimism about synchronous hybrid learning which creates a more flexible, engaging learning environment compared to fully online or fully on-site instruction. Yet, this new learning space has several challenges which are both pedagogical and technological in nature. To meet these challenges, several design guidelines are formulated. A final conclusion is that most of the existing literature is exploratory and qualitative in nature and has focused mostly on descriptions of students’ experiences, the organisational implementation and the technological design. Empirical studies have only begun to emerge and more research is needed into different pedagogical scenarios and their impact on student outcomes.
In order to fully realise the potential of online and blended learning (OBL), teacher professional development (TPD) strategies on how to teach in an online or blended learning environment are ...needed. While many studies examine the effects of TPD strategies, fewer studies target the specific important components of these strategies. This study addresses that gap by conducting a systematic review of qualitative data consisting of 15 articles on TPD that targets OBL. Using a meta-aggregative approach, six different synthesised findings were identified and integrated into a visual framework of the key components of TPD for OBL. These synthesised findings are the base for the action recommendations which present specific and contextualised suggestions. Taken together, the findings can inform in-service teachers and trainers, together with further research and development efforts that are concerned with TPD for OBL.
The design of blended learning environments brings with it four key challenges: (1) incorporating flexibility, (2) stimulating interaction, (3) facilitating students' learning processes, and (4) ...fostering an affective learning climate. Seeing that attempts to resolve these challenges are fragmented across the literature, a systematic review was performed. Starting from 640 sources, 20 studies on the design of blended learning environments were selected through a staged procedure based on the guidelines of the PRISMA statement, using predefined selection criteria. For each study, the instructional activities for dealing with these four challenges were analyzed by two coders. The results show that few studies offer learners control over the realization of the blend. Social interaction is generally stimulated through introductory face-to-face meetings, while personalization and monitoring of students’ learning progress is commonly organized through online instructional activities. Finally, little attention is paid to instructional activities that foster an affective learning climate.
•This review identifies four challenges to the design of blended learning.•Few studies offer learners control over the realization of the blend.•Social interaction is often encouraged during an in-class meeting.•The online learning environment is often used to monitor students' learning process.•More attention should be paid to fostering an affective learning climate.
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