An investigation into the learning environments of blended delivery (e-learning and classroom) in a tertiary environment

This thesis describes research investigating the learning environment of tertiary students undertaking their studies through a mixture of online learning management systems and traditional tertiary classroom delivery. A review of the literature examined traditional learning environments, pure online virtual environments and more recent literature pertaining to a blended environment. The examination of student and staff perceptions of learning environments in different contexts served to generate recommendations to help tertiary teachers optimise online and traditional teaching practices within a mixed-mode environment. Students' experiences of their learning environment were discovered through quantitative and qualitative methods. Quantitative data on students' experiences were gathered by using an adapted version of the Web-based Learning Environment Instrument (WEBLEI). Qualitative data on students' experiences were collected by discussion questions added to the WEBLEI survey. Qualitative data on the use of online and blended learning environment experiences by tertiary staff were gathered by email and supplementary interviews. The study synthesised results from these multiple sources within a tertiary institute environment and made recommendations and gave insight into optimal blended learning environments within the tertiary sector. Overall, the study provided a perspective on the psychology and strategic view of the learning environment for the future tertiary institute

Blended Learning: An Institutional Approach for Enhancing Students

Abstract Since the mid 1990s, larger student enrollments and more diverse student populations have resulted in a greater emphasis on enhancing students' learning experiences in higher education. The approaches used for teaching and learning have been shown to both directly impact and substantially enhance students' learning experiences. Blended learning, which is usually viewed as a combination of face-to-face and online delivery methods, can influence students' perceptions of the learning environment and, subsequently, their study experiences, learning outcomes, and ultimate academic achievement. In this paper, the author has reported on a case study regarding the use of blended learning as a delivery method at Nottingham Trent University in the United Kingdom. The author aimed to examine the benefits that blended learning provides to students' learning experiences. The discussion in this paper has focused on lessons learned from academics in developing blended learning, and has reported students' perceptions of the blended learning environment. The data collected for this study included interviews with academics and responses from students to a questionnaire survey. The research findings formed the basis of recommendations for the development of learning and teaching practices and approaches that will enhance students' learning experiences

Engineering students’ information literacy instruction and blended learning course design – a case study

Introduction. This study focuses on the benefits derived from a blended learning course design in an engineering students’ information literacy course. The results of this study are also discussed within the context of professional development of the Aalto University Library’s information specialists working with information literacy instruction. Method. This study draws from the experiences of the graduate engineering students participating in the Aalto University Otaniemi Campus Library’s “Tools for master’s thesis”-course. The data of this study were gathered by an online survey. Results. The students connected a variety of different learning tasks with either the promotion of their personal inquiry, with sharing of experiences and practices or with the promotion of their overall learning. The engineering students also identified four positive ways in which the participation in the classroom enhanced the participation in the online environments. Respectively, the students identified four ways in which the participation in the online environments enhanced classroom participation. Conclusion. According to this study it seems possible to generate a single environment enhancing fusion of both classroom and online environment learning tasks in information literacy instruction. The blended learning approach seems to generate new ways of both thinking and realizing engineering students’ information literacy instruction.Peer reviewe

Technology Enhanced Learning in Psychology: Current Direction and Perspectives

Contemporary use of digital technologies has rapidly transformed the learning and teaching environment within higher education (Beetham and White, 2013; Jordan, 2013). When used effectively, technology can improve the usefulness and quality of feedback to support learning and create unique opportunities for active, independent learning (Trapp et al., 2011; Higher Education Academy, 2012; UoW, 2015). However, identifying appropriate technology and effectively embedding this within teaching practices can be challenging. Here we outline the way in which Psychology staff at the University of Worcester have used technology to enhance the student learning experience in four key areas: promoting engagement in large groups, enhancing participation in research, teaching via blended learning and fostering a learning community. We hope that sharing our experiences will be of value to colleagues interested in using technology for similar purposes

Technology-enhanced learning in higher education : How to enhance student engagement through blended learning

Blended learning has risen in popularity in the last two decades as it has been shown to be an effective approach for accommodating an increasingly diverse student population in higher education and enriching the learning environment by incorporating online teaching resources. Blending significant elements of the learning environment such as face-to-face, online and self-paced learning leads to better student experiences and outcomes and more efficient teaching and course management practices if combined appropriately. Hence, an appropriate systematic and dynamic approach of blended learning design is crucial for a positive outcome, starting with planning for integrating blended elements into a course and creating blended activities and implementing them. Evaluating their effectiveness and knowing in which environments they work better and improving the blended activities designed from both the student’s and instructor’s perspective are critical for the next delivery of the course. This article aims to increase awareness of higher education educators about how traditional face-to-face learning can be transformed into blended courses so as to develop student engagement with both in-class and online approaches, whilst being time effective for the instructor

Engaging Students\u27 Learning Through a Blended Environment

Within the furniture manufacturing industry a high proportion of occupational accidents are as a result of non-compliance to machining regulations and incorrect work practices. Safety training plays an important role in reducing accidents and promoting a safety culture within this sector. This article details an action research study undertaken during the first year of a new Degree in Timber Product Technology, which set out to evaluate the impact a blended learning environment and reusable learning objects (RLOs) could have on promoting safe work practices and a safety culture amongst students. A constructivist approach was taken and the module design was underpinned by Kolb’s model of experiential learning, placing more responsibility on the learners for their own learning and encouraging them to reflect upon their experiences. The findings of this study suggest that students with prior industry machining experience required a change in their attitude to machining which was achieved within the practical labs, while students with no machining experiences were intimidated by the learning environment in the practical labs but whose learning experience was enhanced through the use of RLOs and other eLearning resources. In order to reduce occupational accidents in the furniture manufacturing industry the promotion of continuing professional development (CPD) training courses is required in order to change workers’ behaviour to machine safety and encourage lifelong learning so as to promote a safety culture within the furniture manufacturing industry

Engaging Student\u27s LearningThrough a Blended Learning Environment

Within the furniture manufacturing industry a high proportion of occupational accidents are as a result of non-compliance to machining regulations and incorrect work practices. Safety training plays an important role in reducing accidents and promoting a safety culture within this sector. This article details an action research study undertaken during the first year of a new Degree in Timber Product Technology, which set out to evaluate the impact a blended learning environment and reusable learning objects (RLOs) could have on promoting safe work practices and a safety culture amongst students. A constructivist approach was taken and the module design was underpinned by Kolb’s model of experiential learning, placing more responsibility on the learners for their own learning and encouraging them to reflect upon their experiences. The findings of this study suggest that students with prior industry machining experience required a change in their attitude to machining which was achieved within the practical labs, while students with no machining experiences were intimidated by the learning environment in the practical labs but whose learning experience was enhanced through the use of RLOs and other eLearning resources. In order to reduce occupational accidents in the furniture manufacturing industry the promotion of continuing professional development (CPD) training courses is required in order to change workers’ behaviour to machine safety and encourage lifelong learning so as to promote a safety culture within the furniture manufacturing industry

The examination of the implementation of blended learning instruction on the teaching and learning environment in two west Michigan school districts

Blended learning instruction is emerging as one of the most promising instructional practices in educational settings. Blended learning instruction combines two learning environments: traditional face-to-face instruction and online instruction. Most research concerning blended instruction has been conducted at the postsecondary level. This study was conducted at the high school level and examined the implementation of blended instruction in a high school setting. It explored and considered the perspective of teachers and students as they experienced the blended environment for the first time. The study was conducted at two comprehensive high schools in West Michigan. The study collected qualitative data by using multiple data points. The data came from focused interviews with teachers, teacher narrative writing statements, student surveys, online course interaction, direct observation, and the grade distribution of students enrolled in the blended courses. The data were collected over two trimesters during the 2009-2010 academic school year. The results of this study indicated several important findings that should be considered while implementing the blended instructional model at the high school level. Results showed that it was critical for each high school to have a vision and purpose for adopting the blended approach. This had important implications for the type of blending each school would adopt and practice. Interaction between students and teachers was different than students experienced in the traditional face-to-face classroom setting. Teachers were able to provide more individualized instruction, and students felt that their peers should have an opportunity to learn in a blended setting. Yet it was critical that teachers were adequately prepared for the rigors of teaching that were different in the blended setting. Significant time and training were needed prior to implementation of blended instruction. Results also indicated that teachers needed support after initial training to reflect and deal with the different working conditions they faced in the blended classroom setting. While blended instruction has the potential to fundamentally redraw the instructional setting of future high school classrooms, it remains critically important that blended teachers’ instructional strategies and lesson designs are the foundation for engaging students in meaningful and relevant learning experiences

Hybrid learning environments in universities : how to manage the co-creation process from design to use

An identified need to promote hybrid practices in education puts pressure on transforming university learning environments. Current teaching and learning models and approaches include e.g. hybrid and blended learning, flexible scheduling, and attendance, and the learning environments are changing accordingly. To manage these requirements and processes, siloed practices must be overcome, and this requires the engagement of stakeholders such as faculty and facilities management as well as end-users. The goal of this paper is to understand the transformation processes of hybrid learning environments in universities. The method is crosscase analysis. 6 learning environment transformation-to-hybrid cases are analysed. The case studies are conducted in three Finnish universities in 2018-2020. The results indicate that there are three critical factors in the successful transformations towards technology enriched learning environments: 1. The participatory design process which is integrating the digital and physical architecture to serve user needs 2. The training of users to new learning environments 3. Management of support in the use phase. The research provides practical examples and process descriptions of transformation towards hybrid learning environments for the user-centric design experts, facilities managers, and education designers. The research contributes to user-centric design theories as well as learning environment research. Future studies can be conducted by gathering user experiences of hybrid learning processes in new hybrid learning environments and the challenges residing in them.Peer reviewe