Download or read book Comparing the Effects of Traditional Face to face Technology Based and Blended Instructional Strategies in a Post Secondary Spanish Language Learning Environment written by Richard Harris Harris and published by . This book was released on 2017 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Differences in Student Knowledge and Perception of Learning Experiences Among Non traditional Students in Blended and Face to face Classroom Delivery written by Julieta A. Araño-Ocuaman and published by . This book was released on 2010 with total page 148 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to examine the efficacy of traditional and blended (partially online and partially face-to-face) course delivery methods. This study further examined the impact of using technology to improve student learning by providing meaningful learning in the areas of content delivery, communication and collaboration, evaluation and feedback, and personal learning experiences. Non-traditional students enrolled in an elementary statistics course either delivered as a traditional course or a blended course participated in the study. It was hypothesized that students enrolled in the blended course would perform better and prefer this method of delivery compared to students enrolled in the traditional course. Student knowledge was assessed by test grades, course grades, and post-tests. Analysis of the first two indicators did not support the hypothesis that students in the blended course delivery would perform better than students enrolled in the traditional course delivery method. Contrary to the hypothesis, students in the face-to-face course scored higher in the post-test compared to the students in the blended course. These contradictory results may suggest that the differences in teaching strategies and/or the use of technology have not resulted in a significant change or improvement in the performance of students. Past experience, familiarity with instructional format and types of assessment used may be considerations in the findings obtained. Student perceptions were also measured. Results indicated that students in the blended course were more satisfied with using technology to facilitate and help them improve their learning than students in the traditional course. Students in the blended course had more positives perceptions of their learning experiences than students in the traditional course in the following areas: (a) accessibility and availability of course materials; (b) use of web-based or electronic tools for communication and collaboration; (c) assessment and evaluation; and (d) student learning experiences with real-life applications. The perception of the majority of the students in both courses indicated a positive view of technology use in the classroom. The findings further suggest that student participants would choose blended course delivery as an alternative to face-to-face instruction. Both course delivery methods emerged as enhancing the students' appreciation of the integration of technology and recognizing the role of the teacher as the expert in the classroom, engaging students in meaningful learning. In spite of the emergence of technology in the classroom, the value of traditional instruction was indicated.
Download or read book Quantitative study comparing network based language teaching NBTL to traditional Spanish classes written by Moreno-Lopez, Isabel and published by Ministerio de Educación. This book was released on with total page 23 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Face to face Blended and Online Instruction written by Binh Thi Nguyen and published by . This book was released on 2011 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: In recent years, advances in technology have significantly expanded educational delivery options. More innovative instructional formats and learning opportunities have materialized, and as a result, have provided richer and more meaningful didactic learning experiences for students (Garrison & Hanuka, 2004; Winters & Acevedo, 2005). Research done by the Sloan Consortium showed that two-thirds of all colleges and universities offer some variation of online classes, with the majority offering programs that are completely online (Allen & Seaman, 2007). Despite its fame, online instruction has yielded inconsistent results when trying to produce positive student outcomes. Partially born out of this result is the increasing popularity of the hybrid/blended classroom format, a teaching style that combines both face-to-face lecture and online tools to offer students a multitude of learning options. Because of the relative novelty of the blended learning platform, few studies have looked at its effectiveness compared to the purely online and traditional face-to-face teaching styles, and studies that have compared the 3 instructional formats have produced inconsistent results (Senn, 2008; Larson & Young, 2009). This quantitative study attempted to shed more light on whether there was a difference between the online, blended/hybrid, and traditional face-to-face instructional styles by comparing their retention rates and student performance (via end of semester grades) in 92 Psychology class sections at Santa Rosa Junior College, a Northern California Community College District, in the Fall 2010 and Spring 2011 semesters. Retention data and student grades for each class section were gathered from an archived database, managed by the Office of Institutional Research at this college district. Analyses of the data revealed there was a significant difference in student performance between the instructional formats. Average student grades were significantly higher in the online instructional mode than the blended/hybrid and traditional face-to-face teaching styles. Though not statistically significant, average grades in the blended classes were higher than the traditional classes. Comparison of retention rates across the 3 instructional modalities yielded no significant differences. All the formats produced a similar number of student dropouts. Because of the homogenous population (all Psychology classes in two semesters at one community college), it was recommended that this research be duplicated further to include a larger population size and with other types of classes from the same community college and/or a variety of other disciplines from other community colleges. It is important to note that while grades may be indicative of learning, they are not the only means to ascertain student performance. Thus, future studies might want to consider the use of alternative measures to determine student performance and success within various learning environments.
Download or read book The Handbook of Blended Learning written by Curtis J. Bonk and published by Wiley + ORM. This book was released on 2012-06-29 with total page 502 pages. Available in PDF, EPUB and Kindle. Book excerpt: This comprehensive resource highlights the most recent practices and trends in blended learning from a global perspective and provides targeted information for specific blended learning situations. You'll find examples of learning options that combine face-to-face instruction with online learning in the workplace, more formal academic settings, and the military. Across these environments, the book focuses on real-world practices and includes contributors from a broad range of fields including trainers, consultants, professors, university presidents, distance-learning center directors, learning strategists and evangelists, general managers of learning, CEOs, chancellors, deans, and directors of global talent and organizational development. This diversity and breadth will help you understand the wide range of possibilities available when designing blended learning environments. Order your copy today!
Download or read book Learning From Media 2nd Ed written by Richard E. Clark and published by IAP. This book was released on 2012-06-01 with total page 276 pages. Available in PDF, EPUB and Kindle. Book excerpt: Richard Clark’s observation that “…media are mere vehicles that deliver instruction but do not influence student achievement any more than the truck that delivers our groceries causes changes in our nutrition” is as misunderstood today as it was when first published in the Review of Educational Research in 1983. The convincing if little read scientific evidence presented by Clark has divided the field and caused considerable concern, especially among the providers of newer media for learning. A collection of writings about the “media effects debate,” as it has come to be called, was published in 2001. Edited by Clark, Learning From Media was the first volume in the series “Perspectives in Instructional Technology and Distance Education.” The series editors are convinced that the writings of Clark and those who take issue with his position are of critical importance to the field of instructional technology, Thus, a revised, second edition of Learning From Media is now being offered. The debate about the impact of media on learning remains a fundamental issue as new mediated approaches to teaching and learning are developed, and Clark’s work should be at the center of the discussion. The critical articles on both sides of this debate are contained in Learning From Media, 2nd Edition.
Download or read book A Comparison of Online Instructional Strategies Across Key Student Outcomes written by George Morin Ingersoll and published by . This book was released on 2015 with total page 179 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study is to compare student outcomes associated with alternate strategies of delivering online instruction in higher education. More so than traditional classroom education, different strategies for online education may vary widely in format and approach. To date, most research pertaining to online education has focused on comparisons between online and traditional classroom instruction, with few studies dedicated to comparing different strategies of online education. This makes it difficult for educators to effectively choose between the many diverse options for structuring their online programs and courses. This study begins the process of addressing this issue by investigating whether different strategies of online instruction may have variable effects upon several key student outcomes. To this end, this study conducted an experiment using a single lesson in which the strategy of instruction varied across treatment groups while other key variables: the instructor, content, materials, and timeframe were all held constant. The experiment was conducted with the help of 425 undergraduate student volunteers who were randomly assigned among five treatment groups. Each group was exposed to a different instructional strategy: (1) traditional classroom instruction for control, (2) hybrid, or blended, instruction (3) synchronous instruction through videoconference, (4) asynchronous instruction with pre-recorded video, and (5) asynchronous instruction with text and slides. The effects of these different instructional strategies were evaluated using measures of the participants' comprehension, engagement, satisfaction, and lesson completion rates. In terms of comprehension and satisfaction, the classroom and hybrid groups had the highest average scores. Conversely, the two asynchronous online groups scored highest on rates of participation, comment quality scores, and lesson completion. The synchronous online group scored the lowest on the assessment of comprehension and on the average quality of discussion comments, but was significantly above the two asynchronous groups on several measures of satisfaction. These variable results suggest that there is no one "best" instructional strategy for maximizing all student outcomes, but that differences in the instructional strategies' effects upon student outcomes do exist. Hence, the most effective strategy depends heavily on context and upon which student outcomes the educator is seeking to maximize.
Download or read book Getting Smart written by Tom Vander Ark and published by John Wiley & Sons. This book was released on 2011-09-20 with total page 240 pages. Available in PDF, EPUB and Kindle. Book excerpt: A comprehensive look at the promise and potential of online learning In our digital age, students have dramatically new learning needs and must be prepared for the idea economy of the future. In Getting Smart, well-known global education expert Tom Vander Ark examines the facets of educational innovation in the United States and abroad. Vander Ark makes a convincing case for a blend of online and onsite learning, shares inspiring stories of schools and programs that effectively offer "personal digital learning" opportunities, and discusses what we need to do to remake our schools into "smart schools." Examines the innovation-driven world, discusses how to combine online and onsite learning, and reviews "smart tools" for learning Investigates the lives of learning professionals, outlines the new employment bargain, examines online universities and "smart schools" Makes the case for smart capital, advocates for policies that create better learning, studies smart cultures
Download or read book Computer Assisted Language Learning written by Glenn Stockwell and published by Cambridge University Press. This book was released on 2012-02-02 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: Computer-assisted language learning (CALL) is an approach to teaching and learning languages that uses computers and other technologies to present, reinforce, and assess material to be learned, or to create environments where teachers and learners can interact with one another and the outside world. This book provides a much-needed overview of the diverse approaches to research and practice in CALL. It differs from previous works in that it not only surveys the field, but also makes connections to actual practice and demonstrates the potential advantages and limitations of the diverse options available. These options are based squarely on existing research in the field, enabling readers to make informed decisions regarding their own research in CALL. This essential text helps readers to understand and embrace the diversity in the field, and helps to guide them in both research and practice.
Download or read book Effective Blended Learning Practices Evidence Based Perspectives in ICT Facilitated Education written by Stacey, Elizabeth and published by IGI Global. This book was released on 2009-04-30 with total page 382 pages. Available in PDF, EPUB and Kindle. Book excerpt: Provides insight into the practice of blended learning in higher education.
Download or read book Personalized Learning written by Peggy Grant and published by International Society for Technology in Education. This book was released on 2014-06-21 with total page 200 pages. Available in PDF, EPUB and Kindle. Book excerpt: Personalized Learning: A Guide for Engaging Students with Technology is designed to help educators make sense of the shifting landscape in modern education. While changes may pose significant challenges, they also offer countless opportunities to engage students in meaningful ways to improve their learning outcomes. Personalized learning is the key to engaging students, as teachers are leading the way toward making learning as relevant, rigorous, and meaningful inside school as outside and what kids do outside school: connecting and sharing online, and engaging in virtual communities of their own Renowned author of the Heck: Where the Bad Kids Go series, Dale Basye, and award winning educator Peggy Grant, provide a go-to tool available to every teacher today—technology as a way to ‘personalize’ the education experience for every student, enabling students to learn at their various paces and in the way most appropriate to their learning styles.
Download or read book Flip Your Classroom written by Jonathan Bergmann and published by International Society for Technology in Education. This book was released on 2012-06-21 with total page 123 pages. Available in PDF, EPUB and Kindle. Book excerpt: Learn what a flipped classroom is and why it works, and get the information you need to flip a classroom. You’ll also learn the flipped mastery model, where students learn at their own pace, furthering opportunities for personalized education. This simple concept is easily replicable in any classroom, doesn’t cost much to implement, and helps foster self-directed learning. Once you flip, you won’t want to go back!
Download or read book A Comparison of Student Outcomes and Attitudes in Technology enhanced Vs Traditional Second semester Spanish Language Courses written by Nelsy Echávez-Solano and published by . This book was released on 2003 with total page 550 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Effectiveness of Post secondary Web Based Communication in the University of Central Florida s Online Educational Setting written by Brandon Hinchman and published by . This book was released on 2009 with total page 59 pages. Available in PDF, EPUB and Kindle. Book excerpt: While technology continues to advance, so do methods of learning. In post-secondary education during the twentieth century, the traditional classroom setting was geared toward auditory instruction and face-to-face peer interaction. Not only was this the most efficient means of instruction for the time period but the only means. Along with the advent of communication technology came the concept of Web courses. Web courses have expanded the means by which students can experience course lectures and have beckoned the use of updated media by which such lectures can take place. Such media include threaded discussions, chat rooms and e-mail. At the University of Central Florida, the gradual change from WebCT to Webcourses offered students more direct contact with updated threaded discussions and more centralized communication on the whole. The quality of such communication measures has been in question, though, and the effectiveness of such online communication methods is the focus of my research.
Download or read book Balance With Blended Learning written by Catlin R. Tucker and published by Corwin Press. This book was released on 2020-01-09 with total page 194 pages. Available in PDF, EPUB and Kindle. Book excerpt: Rethink the roles, responsibilities, and workflow in your blended learning classroom and enjoy balance in your life. Blended learning offers educators the opportunity to reimagine teaching and learning. It allows teachers to partner with their students to assess, track, and reflect on learning. This partnership gives teachers more time and energy to innovate and personalize learning while providing students the opportunity to be active agents driving their own growth. If one thing is certain after the 2019-2020 school year, blended learning is here to stay. Learning must be a shared endeavor between the teacher and the learner. This book provides teachers with strategies to rethink traditional workflows to make teaching practices sustainable. Written by blended learning expert, Catlin Tucker, this resource provides teachers with concrete strategies and resources they can use to partner with their students to actively engage them in setting goals, monitoring their development, reflecting on their growth, using feedback to improve work, assessing the quality of their work, and communicating their progress with parents. Balance With Blended Learning includes Practical strategies for teachers overwhelmed by their workloads Routines and protocols designed to move feedback and assessment into the classroom to eliminate much of the work teachers take home Ready-to-use templates and resources designed to help students take an active role in tracking, monitoring, and reflecting on their progress Vignettes written by teachers across disciplines Stories from the author′s extensive experience both as a teacher and blended -learning coach Redefining roles in a blended learning classroom encourages students to take ownership over their learning journeys and helps teachers feel more effective, efficient, and energized.
Download or read book Lessons from a Pandemic written by Wilber Alexander Bruno and published by . This book was released on 2021 with total page 196 pages. Available in PDF, EPUB and Kindle. Book excerpt: Blended Online Learning (BOL) combines synchronous and asynchronous online learning in ways that potentially can overcome limitations of fully asynchronous online. Although BOL has been an emergent modality for decades, research on the experiences, benefits and challenges of its implementation has been limited. However, the Covid-19 pandemic forced many college courses to go fully online, including courses with hands-on learning components assumed to require face-to-face instruction to support learners. For this study, the pandemic disruption offered an authentic learning setting to investigate the learning and experiences of pre-service teachers in a technology course that was forced into a fully online BOL modality. Previously, the technology course was delivered in a Blended Learning modality (BL) that combined face-to-face computer lab meetings with asynchronous online materials and activities using a Learning Management System (LMS). BOL replaced face-to-face meeting with synchronous online (e.g., Zoom) meetings. The purpose of this study was to explore if BL and BOL course modalities would generate different student outcomes in terms of rubric scores obtained on a final project (competence), along with student-written reflections on the final project (confidence/self-efficacy) that covered topics and skills such as digital audio, digital video, and PowerPoint. The study showed that students enrolled in the BL modality obtained higher scores on the final project as compared to students engaged in the BOL modality. On the other hand, BOL students made a higher number of problem-solving statements in their written reflections about the final project, displaying an antifragile disposition. This study contributes to the existing body of research on online learning modalities by exploring the dimension of competency and self-efficacy of students enrolled in blended and blended online versions of a course with concentration on learning technology. The findings of this study can inform decisions of teacher education administrators and faculty about how they are going to integrate educational technology into Teacher Education Programs. Further, the study has implications for adopting BOL modality in a range of higher education courses in which fully online delivery has been resisted because of students' assumed needs for face-to-face support in skills learning.
Download or read book The Design and Management of Effective Distance Learning Programs written by Discenza, Richard and published by IGI Global. This book was released on 2001-07-01 with total page 312 pages. Available in PDF, EPUB and Kindle. Book excerpt: As computers, telecommunications technology and other electronic media have reduced the constraints imposed by geographic location, increasing numbers of organizations are using information technology to geographically disperse education. And as the number of distance learning programs continues to increase, a variety of challenges and issues must be faced. These issues include: costs incurred for remote space and equipment used, the loss of traditional evaluation methods, and the potential losses of academic integrity. The goal of this book is to increase the understanding of such major issues, challenges and solutions related to distance education and it is geared toward administrators and academicians trying to develop or improve distance education programs.
