E-Learning as an Important Component in “Blended Learning” in School Development Projects in Norway

The original publication is available at: doi:10.3991/ijac.v6i1.2299E-learning is an important component in “blended learning” in all of Centre of the Study of Educational Practice `s (SePU) projects and is used for additional education and development of competences. Blended learning is defined as learning facilitated by the effective combination of different modes of delivery, models of teaching, styles of learning, and based on transparent communication among all parties involved in development competences. All projects are based on an understanding of learning as a process where you learn by collaborating with others. Collaboration is to be distinguished from cooperation. In cooperation, partners split the work, solve sub-tasks individually, and then assemble the partial results into the final output. In collaboration, partners do the work together. Research indicates schools with good cooperative cultures are most likely to succeed, both during and after the project period. This article will examine how e-learning, as one of many principles from “blended learning,” can contribute to competence development through collaborative learning and present some evaluation results from a project that has been employing the “blended learning” principles

E-Learning. A study of students’ attitudes and learning outcome when using blended learning with integration of multimedia instructions

The advent of new technologies has provided opportunities and challenges for education institutions to seek more effective ways of teaching and learning. Elearning is now an established phenomenon in education and institutions are increasing their effort to offer greater flexibility, more personalized learning, and greater learner satisfaction. Consequently blended learning has emerged as a delivery method that addresses the face-to-face advantages of a traditional classroom and the time efficiency and location convenience of an online teaching and learning environment. The opportunities of flexibility and convenience are not evident in a classroom environment. However the face-to-face interactions provide the foundation for social communication which can be critical to online learning. Educators who are comfortable with traditional classroom delivery will meet learners’ enhanced demands for flexibility through online presence for courses. As educators are generally time-pore, and with little clear direction, research can give them valuable insights into advantaged and disadvantaged of various teaching and learning formats. This thesis examines students’ attitudes when using blended learning with integration of multimedia instructions. It identifies aspects around cognitive learning outcome and provides insight into students’ experiences and their overall satisfaction with this instructional design. The main objective with this initiative is to sustain the evolution from traditional teaching to active learning and to better integrate the increasing number of educational resources online. In particular this study includes aspects about students’ attitudes towards using a blended learning format, learning theories, the instructional principles of multimedia production, and identification of optimal ways to use e-learning. This thesis contributes to the field of e-learning by three main contributions (A1-A3): A1: A contribution utilizing blended learning with integration of multimedia instructions. The quality of the blended learning format is discussed on the basis of the attitudes and experiences from the adult participants. The contribution outlines characteristics about good properties of multimedia instructions to supplement traditional classroom teaching. The content of A1 constitutes a paper that is submitted for journal publication. A2: A model for testing the cognitive learning outcome using a blended learning format with two different teaching treatments. A2 constituted the main part of a conference proceedings paper. The study further contributes in a book with the title: Cases on managing e-learning: Development and implementation. Will be released in 2012. A3: This contribution outlines a blended learning course design for postgraduate dental students with emphasis on flexibility and location convenience. The course was redesigned from a former traditional course format. The content of A3 constitutes a paper that is submitted for journal publication. The research makes a contribution in the exploration of the advantages and disadvantaged of utilizing blended learning. The research methods comprise both quantitative and qualitative investigation approaches. The empirical data for this thesis were collected through 149 participating students and 13 semi-structured interviews. The thesis supports the view of increased favorable ways of teaching and learning when using new online technologies. However no evidence for increased cognitive learning outcome was identified. Nonetheless the blended learning format with integration of multimedia instructions holds an experienced potential for improved quality of teaching and learning in terms of enhanced satisfaction among learners. The main findings. The thesis contributes to the field of e-learning by the following main contributions. First, an identification of educational key issues favourable to a blended learning format with integration of multimedia instructions; second, identification of factors to produce high quality multimedia instructions; third, the design of a test procedure to conduct measurements on cognitive learning outcome based on a basic retention level and a more advanced transfer level; forth, suggestions how to improve the influence of the internet media for future postgraduate dental educational programs

Elementary Teacher Perceptions of Blended Learning in the Digital Classroom

Blended learning is an instructional model in which instruction is delivered using a combination of traditional teaching methods and online learning materials such as digital textbooks, virtual textbooks, and teacher-made videos. The problem was that elementary teachers in local schools were not implementing blended learning as intended by the school’s improvement plan. The purpose of this study was to examine the perspectives of elementary teachers in Grades 3-5 who have experience using blended learning. The framework for the study is the complex adaptive blended learning system (CABLS) because it helps examine the blended learning elements and the changes that result from the interactions between those elements associated with the blended learning approach to teaching and learning. The research questions ask about the perspectives of teachers regarding the transition to blended learning and the interaction among the elements of blended learning. This qualitative study used interviews to investigate the perspectives of nine elementary teachers who use blended learning and open coding to analyze the results. The analysis yielded three themes: transition to blended learning, benefits of blended learning, and challenges of blended learning. The outcome of the study is a position paper recommending professional development and technology coaching to help teachers use blended learning. Blended learning can empower teachers to have increased positive relationships with students and enhance student learning, resulting in positive social change as students positively impact society by contributing to the community with their skills and knowledge

Get yourself connected: conceptualising the role of digital technologies in Norwegian career guidance

This report outlines the role of digital technologies in the provision of career guidance. It was commissioned by the c ommittee on career guidance which is advising the Norwegian Government following a review of the countries skills system by the OECD. In this report we argue that career guidance and online career guidance in particular can support the development of Norwa y’s skills system to help meet the economic challenges that it faces.The expert committee advising Norway’s Career Guidance Initiativ

Elementary Teacher Perceptions of Blended Learning in the Digital Classroom

Blended learning is an instructional model in which instruction is delivered using a combination of traditional teaching methods and online learning materials such as digital textbooks, virtual textbooks, and teacher-made videos. The problem was that elementary teachers in local schools were not implementing blended learning as intended by the school’s improvement plan. The purpose of this study was to examine the perspectives of elementary teachers in Grades 3-5 who have experience using blended learning. The framework for the study is the complex adaptive blended learning system (CABLS) because it helps examine the blended learning elements and the changes that result from the interactions between those elements associated with the blended learning approach to teaching and learning. The research questions ask about the perspectives of teachers regarding the transition to blended learning and the interaction among the elements of blended learning. This qualitative study used interviews to investigate the perspectives of nine elementary teachers who use blended learning and open coding to analyze the results. The analysis yielded three themes: transition to blended learning, benefits of blended learning, and challenges of blended learning. The outcome of the study is a position paper recommending professional development and technology coaching to help teachers use blended learning. Blended learning can empower teachers to have increased positive relationships with students and enhance student learning, resulting in positive social change as students positively impact society by contributing to the community with their skills and knowledge

International migration and new mobility trends

World migration community covers 3 per cent of the world population, in Europe it is around 7 per cent and 4 per cent in the Czech Republic. Europe is an important target for migration stimulated by the work offer but also by wars and natural disasters. In Western Europe at the end of the 20th century there were 20 millions of foreign migrants and also probably 3–5 million illegal migrants. Recently, we have faced new trends in international mobility which are different from traditional migration flows. They include mobility of multinational firms employees, mobility of students, pensioners but also mobility of professionals. Specific area under study is foreign migration or mobility of scientists and researchers. There is another phenomena connected with the development of modern technologies which stimulates the mobility in virtual space. Virtual mobility is another form of mobility which is using virtual space for communication, study, work and other aspects of life. The aim of this paper is to introduce the main trends in international migration including the traditional ones but stressing the new types of international mobility. The focus will be on the current situation in the Czech Republic related to migration.migration, international mobility, high skilled professionals, brain drain, virtual mobility

Virtual Erasmus - A new chance not only for Europe

Virtual Mobility among two or more educational institutions offers students a virtual trip abroad. There is an opportunity to acquire a number of ECTS-points at one of the foreign partner institutions or through a joint activity which are counted to the student’s degree at his/her home university. This paper is based on the research conducted among ERASMUS coordinators within the EU. The research was part of the MoreVM project which aims at facilitating the virtual mobility, encouraging participation and enhancing efficiency of virtual mobility in higher education. The central focus was on the position of the virtual mobility coordinator, if such exists. There will be an overview of the main research findings reflecting the present situation in managing the virtual mobility. We hope that sharing good experience including the MoreVM project results will increase the development of the virtual mobility which will get similar attention and success as Erasmus physical mobility. Virtual mobility could be a valuable example also for countries outside of European Union.virtual mobility, management, e-learning, Erasmus mobility

Models of technology and change in higher education: an international comparative survey on the current and future use of ICT in higher education

The aim of this study is to investigate which scenarios are emerging with respect to the use of ICT in higher education and how future developments can be predicted and strategic choices can be based on that. It seeks to answer the following questions:\ud What strategic responses do institutions make with respect to the use of ICT; Which external conditions and developments influence these choices; Which external and internal conditions and measures are taken in order to achievestrategic targets; What are the implications for technology use, teaching and learning processes and staff? \ud The study applies an international comparative methodology and is carried out in the Netherlands, Germany, Norway, the United Kingdom, Australia, Finland and the USA. Data were collected through Web-based questionnaires tailored to three different response groups: decision makers, support staff and instructors. In total 693 persons responded to the questionnaire. This implies that between 20 and 50 percent of the institutions in the various countries responded (institutional data were also gathered), with the exception of the USA where the response was much lower