Journal of Blended Online Learning

This paper deals with one approach to increasing the use of blended education through faculty development based on the principles of cognitive apprenticeship. The first section reviews the current state of blended education, describes modes of faculty development, and enumerates the principles of cognitive apprenticeship. Next, it details one institution’s efforts to provide faculty development on the use of blended education using a cognitive apprenticeship approach. Finally, this paper presents research examining faculty participation in this effort in an attempt to provide guidance for future hybrid offerings that add blended instruction to the teaching repertoire of faculty.

•  http://www.rcetj.org/index.php/rcetj/article/view/8

The use of Information and Communication Technologies (ICT) is growing in Distance Education Institutions (DEI). ICT has contributed to effective learning for rural/urban, male/female, ethnic, and remote student groups. In Pakistan, tertiary education is generally restricted to those who can afford it in urban areas. In addition, recent accessibility studies in Pakistan have identified that most students do have access to a range of ICT devices, but with limited Internet access due to problems related to the national ICT infrastructure. An ICT equipped DEI can, however, deliver tertiary education with high levels of interaction to females and underprivileged ethnic groups living in rural and remote areas. Therefore, DEIs need to uncover suitable education delivery models. Blended learning models with multiple access methods for content development and presentation, teacher student interaction, and e-assessment are needed. Blended e-learning is relatively cost effective, and can provide quality education to distant students.Allama Iqbal Open University (AIOU) initiated e-learning in Pakistan about a decade ago, and the program has been continuously evaluated. Owing to its success and cost effectiveness, AIOU planned a major organizational change to incorporate ICT-based blended learning. In the present paper, these ICT-based access models for blended learning are described with multiple accessibility options to provide content delivery over TV, radio, Internet, and video conference-based communications. Progress to date is also highlighted.

• http://www.rcetj.org/index.php/rcetj/article/view/7

This paper describes the establishment and delivery of a Blended Learning Higher Diploma in Education, being a professional qualification for Primary School teachers in Ireland. This innovative course represents a major departure from the traditional mode of delivery of teacher training in Ireland. A careful analysis of student feedback and examination scores is therefore of crucial importance to inform further development of the course and to contribute to innovation in teacher training both in Ireland and internationally.The two primary modes of course delivery, that is an Entirely Online mode and a Blended Learning mode, were compared in terms of qualitative feedback from the students themselves and quantitative results from the formal assessment procedures. Across a range of questions that covered learning outcomes and learner outcome satisfaction, balance of delivery, tutor and peer engagement, workload, technology and perceived career benefit, student satisfaction was shown to be good across both modes of delivery. Some differences were noted in workload and student support; workload was perceived higher, but student support was more satisfactory in the purely online elements. There was a small but significant grade improvement for Blended Learning courses over Entirely Online courses. However, alternative hypotheses make it difficult to attribute this grade increase to the mode of course delivery.The mode of delivery of course content does not affect student satisfaction or the ability of students to perform well in formal assessment. It is therefore concluded that a blended learning educational system that includes online education is a highly appropriate mode for the training of primary school teachers.

• http://www.rcetj.org/index.php/rcetj/article/view/6