It's Not Just About the Model: Blended Learning, Innovation, and Year 2 at Summit Public Schools

In 2012, FSG and the Michael & Susan Dell Foundation published five in-depth case studies on leading blended learning practitioners across the country called "Blended Learning in Practice: Case Studies from Leading Schools". A key question that emerged from this work was how schools can manage the rapid pace of change inherent in blended learning. This case study, a Year 2 follow up in the 2012-13 school year, examines how a rigorous, intentional process for innovation has enabled Summit Public Schools San Jose to continuously improve its blended and whole school learning model

Pengaruh Penerapan Blended Learning Berbasis Learning Management System terhadap Motivasi Belajar dan Hasil Belajar Siswa Teknik Komputer dan Jaringan di SMK Negeri 1 Satui

Penelitian ini bertujuan untuk: 1)mengetahuiperbedaan motivasi belajar antara siswa yang diajarkan pembelajaran blended learningdibanding siswa yang diajarkan pembelajaran konvensional,2) mengetahuiperbedaan hasil belajar antara siswa yang diajarkan pembelajaran blended learningdibanding siswa yang diajarkan pembelajaran konvensional, 3)mengetahui peningkatan motivasi belajar siswa akibat penerapan pembelajaran blended learning, dan 4)mengetahui peningkatan motivasi belajar siswa akibat penerapan blended learning. Jenis penelitian ini quasi eksperimen. Desain penelitian adalah pretest-posttest non equivalen control Group desain.Populasipenelitian adalah siswa kelas XI Teknik Komputer dan Jaringan (TKJ)sebanyak 62 orang siswa, yang terdiri dari 2 kelas yaitu kelas XI TKJ 1 sebanyak 31 orang siswa dan kelas XI TKJ 2 sebanyak 31 orang siswa.Dalam menentukan kelas eksperimen dan kelas kontrol dilakukan secara random assignmentdengan cara undian menggunakan kertas kecil yang dituliskan nama masing-masing kelas. Teknikpengumpulan data menggunakan tes tertulis danangket. Data penelitian ini diperoleh dari hasil testertulis dan angket yang diberikan sebelum dan sesudah pembelajaranpada masing-masing kelas sebanyak 5 kali pertemuan.Data yang diperoleh dianalisis serta diuji dengan statistik parametrik uji F dan uji t. Hasil penelitian ini menunjukkan bahwa penerapan blended learning berbasis Learning Management System (LMS) berpengaruh terhadap motivasi belajar siswa dan hasil belajar siswa. Hasilnya sebagai berikut. 1) Terdapat perbedaan motivasi belajar antara siswa yang mengikuti pembelajaran blended learning dibandingkan siswa yang mengikuti pembelajaran konvensional dengan nilai signifikansi 0,012 dengan rata-rata perbedaan motivasi belajar 4,74. 2) Terdapat perbedaan hasil belajar antara siswa yang mengikuti pembelajaran blended learning dibandingkan siswa yang mengikuti pembelajaran konvensional dengan nilai signifikansi 0,000 dengan rata-rata perbedaan hasil belajar 13,39. 3) Ada peningkatan motivasi belajar siswa akibat penerapan pembelajaran blended learning dengan nilai signifikansi 0,000rata-rata peningkatanmotivasi belajar sebesar 13,55. 4) Ada peningkatan hasil belajar siswa akibat penerapan pembelajaran blended learning dengan nilai signifikansi 0,000 rata-rata peningkatan hasil belajar sebesar 38,23

IMPLEMENTASI PEMBELAJARAN BLENDED LEARNING BERBASIS APLIKASI WHATSAPP KELAS 5 SDN GEDANGAN 7 KABUPATEN MALANG

This blended learning model is a model that combines teaching models, ways of presenting material, learning styles and media used for support. This model is done by combining face-to-face learning and online learning. Blended learning is considered as a refinement of the e-learning method that specializes learners to conduct a full learning process with an online system. Therefore, blended learning is considered to be more effective and does not make learners feel bored because they still have the opportunity to communicate two-way directly. Blended learning model is a learning model that is implemented by using two methods at once. This learning model usually uses a learning model system that combines technology both online and offline. Blended learning is interpreted as a model that combines learning by using a learning media, but it also combines theories, methods and dimensions of teaching. Based on the results of the research, it can be concluded that the blended learning model is a learning model that in its application combines two methods, which can be done face-to-face in class or online while still paying attention to the learning objectives to be achieved

Using Hybrid Effectively in Christian Higher Education

Hybrid is just one of a number of terms used for the convergence of face-to-face and online learning, At the University of Central Florida (UCF) they are called mixed mode courses, In the corporate world the most common language used for hybrid is blended learning, Blended learning, says Bob Mosher, is about using multiple learning modalities, which include, but are not limited to, the Web.7 The blended learning term is also being used more frequently within academic circles,8 Because of the inconsistency in how blended learning is employed, though, and because our goal is not to describe learning in general but to focus on individual courses, this article will use the term hybrid and will apply it more narrowly to mean a course in which face-to-face and online learning are integrated in such a way that the seat time of the course is reduced

Defining the nature of blended learning through its depiction in current research

© 2018 Informa UK Limited, trading as Taylor & Francis GroupBlended learning has been a feature of higher education practice and research for almost two decades. This article takes stock of current blended learning research, contributing to the growing number of meta-analyses of higher education and blended learning research more generally, through a review of ninety-seven articles relating to blended learning in higher education published in fifteen journals between 2012 and mid-2017. The review focused on where and when the articles were published; their provenance, scale, scope; methodological approach; the broad research themes; and definition of blended learning used. The review shows that despite its ubiquity, blended learning’s definition is all-encompassing; its spread is global but research is dominated by key players; it is of technical interest; and its research is small-scale, individually focused, seeking to evidence the benefits of blended learning. The article concludes with recommendations of how higher education research could provide institutions with evidence to ensure their ‘best of blends’.Peer reviewe

Blending Learning: The Evolution of Online and Face-to-Face Education from 20082015

In 2008, iNACOL produced a series of papers documenting promising practices identified throughout the field of K–12 online learning. Since then, we have witnessed a tremendous acceleration of transformative policy and practice driving personalized learning in the K–12 education space. State, district, school, and classroom leaders recognize that the ultimate potential for blended and online learning lies in the opportunity to transform the education system and enable higher levels of learning through competency-based approaches.iNACOL's core work adds significant value to the field by providing a powerful practitioner voice in policy advocacy, communications, and in the creation of resources and best practices to enable transformational change in K–12 education.We worked with leaders throughout the field to update these resources for a new generation of pioneers working towards the creation of student-centered learning environments.This refreshed series, Promising Practices in Blended and Online Learning, explores some of the approaches developed by practitioners and policymakers in response to key issues in K–12 education, including:Blended Learning: The Evolution of Online and Face-to-Face Education from 2008-2015;Using Blended and Online Learning for Credit Recovery and At-Risk Students;Oversight and Management of Blended and Online Programs: Ensuring Quality and Accountability; andFunding and Legislation for Blended and Online Education.Personalized learning environments provide the very best educational opportunities and personalized pathways for all students, with highly qualified teachers delivering world-class instruction using innovative digital resources and content. Through this series of white papers, we are pleased to share the promising practices in K–12 blended, online, and competency education transforming teaching and learning today

Midwifery education and technology enhanced learning: Evaluating online story telling in preregistration midwifery education

Background A major issue regarding the implementation of blended learning for preregistration health programmes is the analysis of students' perceptions and attitudes towards their learning. It is the extent of the embedding of Technology Enhanced Learning (TEL) into the higher education curriculum that makes this analysis so vital. Objectives This paper reports on the quantitative results of a UK based study that was set up to respond to the apparent disconnect between technology enhanced education provision and reliable student evaluation of this mode of learning. Design Employing a mixed methods research design, the research described here was carried to develop a reliable and valid evaluation tool to measure acceptability of and satisfaction with a blended learning approach, specifically designed for a preregistration midwifery module offered at level 4. Methods Feasibility testing of 46 completed blended learning evaluation questionnaires - Student Midwife Evaluation of Online Learning Effectiveness (SMEOLE) - using descriptive statistics, reliability and internal consistency tests. Results Standard deviations and mean scores all followed predicted pattern. Results from the reliability and internal consistency testing confirm the feasibility of SMEOLE as an effective tool for measuring student satisfaction with a blended learning approach to preregistration learning. Conclusions The analysis presented in this paper suggests that we have been successful in our aim to produce an evaluation tool capable of assessing the quality of technology enhanced, University level learning in Midwifery. This work can provide future benchmarking against which midwifery, and other health, blended learning curriculum planning could be structured and evaluated

The significance of the reflective practitioner in blended learning

This is a case study paper concerned with the introduction of blended learning on a part-time higher education programme for mature students. The interpretive work draws on four action research cycles conducted over two years with two student cohorts. Discussion is based on observations, staff and student focus groups and interviews examining the students’ expectations and experiences. The initial focus of the action research was on the introduction of technology into the teaching and learning experience. The great advantage of an interpretive approach, however, is to allow the findings to determine the course of the research. During the first action research cycles, the focus of the research soon changed from the use of technology in blended learning to the role of the practitioners involved. We advocate the key role of reflective practitioners in facilitating blended learning and suggest that action research is a useful framework to develop this. Keywords: Educational Technology Implementation, Electronic Learning (E-Learning), Teacher Improvement, Teacher Preparation, Action Research, Asynchronous Communications, blended learning, part-time student, reflective practice

A multi-modal study into students’ timing and learning regulation: time is ticking

Purpose This empirical study aims to demonstrate how the combination of trace data derived from technology-enhanced learning environments and self-response survey data can contribute to the investigation of self-regulated learning processes. Design/methodology/approach Using a showcase based on 1,027 students’ learning in a blended introductory quantitative course, the authors analysed the learning regulation and especially the timing of learning by trace data. Next, the authors connected these learning patterns with self-reports based on multiple contemporary social-cognitive theories. Findings The authors found that several behavioural facets of maladaptive learning orientations, such as lack of regulation, self-sabotage or disengagement negatively impacted the amount of practising, as well as timely practising. On the adaptive side of learning dispositions, the picture was less clear. Where some adaptive dispositions, such as the willingness to invest efforts in learning and self-perceived planning skills, positively impacted learning regulation and timing of learning, other dispositions such as valuing school or academic buoyancy lacked the expected positive effects. Research limitations/implications Due to the blended design, there is a strong asymmetry between what one can observe on learning in both modes. Practical implications This study demonstrates that in a blended setup, one needs to distinguish the grand effect on learning from the partial effect on learning in the digital mode: the most adaptive students might be less dependent for their learning on the use of the digital learning mode. Originality/value The paper presents an application of embodied motivation in the context of blended learning

Presentations & Infographics

This tutorial introduces the users to the fundamental concepts on how to create presentations and infographics, as well as provides guidance on the tools to be used, best practices, and mistakes to avoid. The tutorial includes quizzes for self-assessment