Journal of Blended Online Learning http://blog.sapioinstitute.org (A Research Blog of the Sapio Research Institute) Thu, 29 Apr 2010 13:02:28 +0000 http://wordpress.org/?v=2.2.1 en Pre-Service English Teachers in Blended Learning Environment in Respect to Their Learning Approaches http://blog.sapioinstitute.org/2010/04/29/pre-service-english-teachers-in-blended-learning-environment-in-respect-to-their-learning-approaches/ http://blog.sapioinstitute.org/2010/04/29/pre-service-english-teachers-in-blended-learning-environment-in-respect-to-their-learning-approaches/#comments Thu, 29 Apr 2010 13:02:28 +0000 admin http://blog.sapioinstitute.org/2010/04/29/pre-service-english-teachers-in-blended-learning-environment-in-respect-to-their-learning-approaches/
Blended learning environment (BLE) is increasingly used in the world, especially in university degrees and it is based on integrating web-based learning and face-to-face (FTF) learning environments. Besides integrating different learning environments, BLE also addresses to students with different learning approaches. The ‘learning approach’ categorizes individuals as ‘surface learners’ and ‘deep learners’.  This study investigated whether the academic performance and the satisfaction levels of the pre-service English teachers varied in respect to their learning approaches in a blended learning environment.

 

At the end of the study it was found that a) academic performance scores of the students in the BLE did not show statistically significant difference between deep and surface learners, b) the average satisfaction level with the BLE of deep learner students was statistically significantly higher than the average of surface learner students. Based on these findings, it can be concluded that pre-service English Language teachers were in general highly satisfied with the BLE. In addition, it can be stated that the courses which are designed for the BLE contribute to the achievement of the students with surface learning approach. Based on these conclusions, BLE is advised for training of pre-service English Language teachers with different learning approaches.

 

http://www.tojet.net/articles/9118.pdf

]]> http://blog.sapioinstitute.org/2010/04/29/pre-service-english-teachers-in-blended-learning-environment-in-respect-to-their-learning-approaches/feed/ Librarian instruction-delivery modality preferences for professional continuing education http://blog.sapioinstitute.org/2010/04/13/librarian-instruction-delivery-modality-preferences-for-professional-continuing-education/ http://blog.sapioinstitute.org/2010/04/13/librarian-instruction-delivery-modality-preferences-for-professional-continuing-education/#comments Tue, 13 Apr 2010 14:37:05 +0000 admin http://blog.sapioinstitute.org/2010/04/13/librarian-instruction-delivery-modality-preferences-for-professional-continuing-education/ Attending professional continuing education (CE) is an important component of librarianship. This research study identified librarians’ preferences in delivery modalities of instruction for professional CE. The study also identified influential factors associated with attending CE classes. All five instruction-delivery modalities present useful structures for imparting professional CE. As librarians’ experience with different modalities increases and as technology improves, preferences in instruction delivery may shift. But at present, face-to-face remains the most preferred modality. Based on the results of this study, cost was the most influential factor associated with attending a CE class. This may change as additional influential factors are identified and analyzed in future studies.

http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2801962/

]]> http://blog.sapioinstitute.org/2010/04/13/librarian-instruction-delivery-modality-preferences-for-professional-continuing-education/feed/ Using Virtual Classrooms: Student Perceptions of Features and Characteristics in an Online and a Blended Course http://blog.sapioinstitute.org/2010/04/10/using-virtual-classrooms-student-perceptions-of-features-and-characteristics-in-an-online-and-a-blended-course/ http://blog.sapioinstitute.org/2010/04/10/using-virtual-classrooms-student-perceptions-of-features-and-characteristics-in-an-online-and-a-blended-course/#comments Sat, 10 Apr 2010 13:31:02 +0000 admin http://blog.sapioinstitute.org/2010/04/10/using-virtual-classrooms-student-perceptions-of-features-and-characteristics-in-an-online-and-a-blended-course/ Virtual classrooms are online environments that enable students and instructors to interact as if they were face to face in a classroom. In this study, the researchers compared the perceptions of 57 undergraduate students who used the virtual classroom in a fully online and a blended education course. Students in the fully online course rated the virtual classroom features and characteristics higher than students in the blended course. There were statistically significant differences for 9 out of the 16 features that were investigated. Three of the four characteristics were statistically significant. Instructors can integrate this information in their course design and delivery to ensure that students benefit from a rewarding learning experience.

http://jolt.merlot.org/vol6no1/parker_0310.htm

]]> http://blog.sapioinstitute.org/2010/04/10/using-virtual-classrooms-student-perceptions-of-features-and-characteristics-in-an-online-and-a-blended-course/feed/ Blended learning and its Potential in Expanding Vocabulary Knowledge: A Case Study http://blog.sapioinstitute.org/2010/04/03/blended-learning-and-its-potential-in-expanding-vocabulary-knowledge-a-case-study/ http://blog.sapioinstitute.org/2010/04/03/blended-learning-and-its-potential-in-expanding-vocabulary-knowledge-a-case-study/#comments Sat, 03 Apr 2010 14:05:28 +0000 admin http://blog.sapioinstitute.org/2010/04/03/blended-learning-and-its-potential-in-expanding-vocabulary-knowledge-a-case-study/ This case study investigates the effectiveness of the application of the blended approach to teaching a foreign language. The approach can be defined as a combination of a face-to-face classroom component with online instruction (Graham 2003). In the present study the element that was blended within the face-to-face component was asynchronous computer mediated communication in the form of e-mail exchanges between a native speaker of English and a Polish learner of English. The effectiveness of the approach was measured in terms of expanding vocabulary knowledge. The findings revealed that e-mail correspondence treated as an integral part of a language course helped the student to expand her vocabulary, eliminate the majority of spelling mistakes and influenced the complexity of her writing.

http://www.iatefl.org.pl/call/v10n01-03_-_article.pdf

]]> http://blog.sapioinstitute.org/2010/04/03/blended-learning-and-its-potential-in-expanding-vocabulary-knowledge-a-case-study/feed/ Using Blended Learning for CPR, AED, and First Aid http://blog.sapioinstitute.org/2010/03/31/using-blended-learning-for-cpr-aed-and-first-aid/ http://blog.sapioinstitute.org/2010/03/31/using-blended-learning-for-cpr-aed-and-first-aid/#comments Wed, 31 Mar 2010 13:50:28 +0000 admin http://blog.sapioinstitute.org/2010/03/31/using-blended-learning-for-cpr-aed-and-first-aid/ You are the safety director for a manufacturing organization that has a main campus and two remote locations. It is time to renew your employees’ training in cardiopulmonary resuscitation (CPR), the use of an automated external defibrillator (AED), and first aid. As you sit down to schedule the training, you deal with the realities of the traditional process: how to minimize the impact on production…how to accommodate shift employees… how to include remote location employees… how to control costs…how to handle the few employees who cannot make the training session… Maybe blended learning can help.

http://ohsonline.com/Articles/2010/02/01/Using-Blended-Learning-for-CPR-AED-and-First-Aid.aspx?Page=1

]]> http://blog.sapioinstitute.org/2010/03/31/using-blended-learning-for-cpr-aed-and-first-aid/feed/ Introducing an online community into a clinical education setting: a pilot study of student and staff engagement and outcomes using blended learning http://blog.sapioinstitute.org/2010/03/23/introducing-an-online-community-into-a-clinical-education-setting-a-pilot-study-of-student-and-staff-engagement-and-outcomes-using-blended-learning/ http://blog.sapioinstitute.org/2010/03/23/introducing-an-online-community-into-a-clinical-education-setting-a-pilot-study-of-student-and-staff-engagement-and-outcomes-using-blended-learning/#comments Tue, 23 Mar 2010 13:58:19 +0000 admin http://blog.sapioinstitute.org/2010/03/23/introducing-an-online-community-into-a-clinical-education-setting-a-pilot-study-of-student-and-staff-engagement-and-outcomes-using-blended-learning/ There are growing reasons to use both information and communication functions of learning technologies as part of clinical education, but the literature offers few accounts of such implementations or evaluations of their impact. This paper details the process of implementing a blend of online and face-to-face learning and teaching in a clinical education setting and it reports on the educational impact of this innovation.

http://www.biomedcentral.com/1472-6920/10/6

]]> http://blog.sapioinstitute.org/2010/03/23/introducing-an-online-community-into-a-clinical-education-setting-a-pilot-study-of-student-and-staff-engagement-and-outcomes-using-blended-learning/feed/ Meta-Analysis: Is Blended Learning Most Effective? http://blog.sapioinstitute.org/2010/03/19/meta-analysis-is-blended-learning-most-effective/ http://blog.sapioinstitute.org/2010/03/19/meta-analysis-is-blended-learning-most-effective/#comments Fri, 19 Mar 2010 16:18:08 +0000 admin http://blog.sapioinstitute.org/2010/03/19/meta-analysis-is-blended-learning-most-effective/ The United States Department of Education reported recently that it’s found some evidence to support the notion that blended learning is more effective than either face to face or online learning by themselves. Further, between online and face to face instruction, online is at least as good and may even have the advantage in terms of improving student achievement and potentially expanding the amount of time (and quality time) students spend learning.
http://thejournal.com/Articles/2009/07/01/Meta-Analysis-Is-Blended-Learning-Most-Effective.aspx

]]> http://blog.sapioinstitute.org/2010/03/19/meta-analysis-is-blended-learning-most-effective/feed/ Using Cognitive Apprenticeship to Provide Faculty Development in the Use of Blended Learning http://blog.sapioinstitute.org/2010/02/25/using-cognitive-apprenticeship-to-provide-faculty-development-in-the-use-of-blended-learning/ http://blog.sapioinstitute.org/2010/02/25/using-cognitive-apprenticeship-to-provide-faculty-development-in-the-use-of-blended-learning/#comments Thu, 25 Feb 2010 13:05:47 +0000 admin http://blog.sapioinstitute.org/2010/02/25/using-cognitive-apprenticeship-to-provide-faculty-development-in-the-use-of-blended-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://blog.sapioinstitute.org/2010/02/25/using-cognitive-apprenticeship-to-provide-faculty-development-in-the-use-of-blended-learning/feed/ Access Strategy for Blended E-learning: An AIOU Case Study http://blog.sapioinstitute.org/2010/02/25/access-strategy-for-blended-e-learning-an-aiou-case-study/ http://blog.sapioinstitute.org/2010/02/25/access-strategy-for-blended-e-learning-an-aiou-case-study/#comments Thu, 25 Feb 2010 13:03:26 +0000 admin http://blog.sapioinstitute.org/2010/02/25/access-strategy-for-blended-e-learning-an-aiou-case-study/ 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://blog.sapioinstitute.org/2010/02/25/access-strategy-for-blended-e-learning-an-aiou-case-study/feed/ Comparing Online Learning with Blended Learning in a Teacher Training Program http://blog.sapioinstitute.org/2010/02/25/comparing-online-learning-with-blended-learning-in-a-teacher-training-program/ http://blog.sapioinstitute.org/2010/02/25/comparing-online-learning-with-blended-learning-in-a-teacher-training-program/#comments Thu, 25 Feb 2010 13:01:43 +0000 admin http://blog.sapioinstitute.org/2010/02/25/comparing-online-learning-with-blended-learning-in-a-teacher-training-program/ 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.

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