Technological Challenges of Teaching Mathematics in a Blended Learning Environment

This paper describes the following technological aspects of blended learning of mathematics: effective preparation of electronic teaching materials suited for different students' needs, videotaping of mathematics lectures, automated (self)testing of subjects taught using the computer algebra system Maple and preparation of interactive teaching materials with the MapleNet technology. Authors describe results achieved during preparation and implementation of these challenges in a Calculus course taught at the Faculty of Science, Masaryk University in Brno, in Autumn 2006.Článek je věnován technologickým aspektům výuky matematiky s využitím výpočetní techniky a komunikačních technologií (blended learning): efektivní příprava elektronických výukových materiálů, nahrávání přednášek, příprava a realizace autotestování s využitím technologie MapleNet.This paper describes the following technological aspects of blended learning of mathematics: effective preparation of electronic teaching materials suited for different students' needs, videotaping of mathematics lectures, automated (self)testing of subjects taught using the computer algebra system Maple and preparation of interactive teaching materials with the MapleNet technology. Authors describe results achieved during preparation and implementation of these challenges in a Calculus course taught at the Faculty of Science, Masaryk University in Brno, in Autumn 2006

Blended Courses Across the Curriculum: What Works and What Does Not

Recent hype around online and blended courses touts the benefits of immediate student feedback, flexible pace, adaptive learning, and better utility of classroom space. Here we aim to summarize the results of a 3-year pilot study using blended courses across the quantitative science curriculum (Mathematics, Statistics and Computer Science), in both upper and lower division, major and GE courses. We present findings on student attitudes towards this format, most helpful course components, time on task, progress on learning outcomes and faculty perspectives. This summary can be used to inform best practices in hybrid design, implementation and faculty expectations in the quantitative sciences

Blended learning of Physics in secondary schools under conditions computer-oriented learning environment

У статті розглянуто моделі змішаного навчання. Запропоновано методичні положення концепції комп'ютерно-орієнтованого середовища навчання фізики. Представлений практичний досвід з організації змішаного навчання фізики в загальноосвітній школі. Відзначено такі переваги даної технології як підвищення мотивації учнів до вивчення фізики, гнучкість і відкритість процесу навчання, підвищення відповідальності всіх учасників процесу і, як наслідок, підвищення успішності учнів. Розглянуто приклад запровадження змішаного навчання фізики в загальноосвітній школі за темою «Фізика як природнича наука. Пізнання природи». Наведено приклади дистанційних курсів у процесі вивчення фізики в загальноосвітній школі. Акцентується увага на ефективності впровадження мережевих проектів у курсі фізики загальноосвітньої школи. Виокремлено, що під час змішаного навчання підвищується мотивація учнів до вивчення фізики як науки.The article considers the model of blended learning. The proposed methodical provisions of the concept of computer-based learning environment physics. Introduced practical experience of blended learning physics at school. It is indicated benefits such as the technology to motivate pupils to study physics, flexibility and openness of the learning process, increasing the responsibility of all participants of process and, consequently, increase student achievement. Considered an example implementation of blended learning physics in secondary school on "Physics as a natural science. Knowledge of nature". The examples of distance learning courses while studying physics in school are shown in the article. The article focuses on the effectiveness of the implementation of network projects in the course of secondary school physics. In the article it has been determined that blended learning increases the motivation pupils to study physics as a science

Assessing the acceptance of UiTM Pahang users towards the implementation of blended learning approach / Azniza Ahmad Zaini...[et.al.]

This paper discusses the initial investigation on the factors that influence the acceptance of both lecturers and students of the implementation of Blended Learning (BL) approach in Universiti Teknologi MARA (UiTM) Pahang. Blended learning, also known as semi-attendance based learning, offers flexibility of learning and utilizes the technologies in education. About 30% of the total courses of the various programs in UiTM need to be conducted online by June 2013. However, some of the lecturers were afraid that the students would refuse to participate in online learning and some of them lack IT skills so that they might need extra time to prepare their lecture notes online. Self-administered questionnaires were distributed to 86 final year students of Diploma in Computer Science registered for the programming course and 67students of Diploma in Banking registered for the Malaysian economy course during the June-October 2013 Semester to assess their acceptance of the new approach. At the same time, 53 lecturers from various faculties at UiTM Pahang were also involved in the survey using convenience sampling method and the data were then analysed using descriptive statistics. The users’ perception on i-Learn Portal usage for the BL method, as well as the benefits of implementing Blended Learning approach in their teaching and learning process were also identified. The findings reveal that the students could adapt with the BL approach since most of the students were computer and Internet literate and were gradually adapting to the mixed approaches in assessments. Most of the students also agreed that the implementation of Blended Learning should be continued corresponding with the development of technology, but there were some suggestions on the improvement of the Learning Management System (LMS) portal to achieve the benefits that Blended Learning offers either in physical or virtual classrooms. On the other hand, the findings show that majority of the lecturers do accept the implementation of blended learning mode in their teaching and learning process although they are not ready to do so

Visual modelling and designing for cooperative learning and development of team competences

This paper proposes a holistic approach to designing for the promotion of team and social competences in blended learning courses. Planning and modelling cooperative learning scenarios based on a domain specific modelling notation in the style of UML activity diagrams, and comparing evaluation results with planned outcomes allows for iterative optimization of a course's design. In a case study - a course on project management for computer science students - the instructional design including individual and cooperative learning situations was modelled. Specific emphasis was put on visualising the hypothesised development of team competences in the course design models. These models were subsequently compared to evaluation results obtained during the course. The results show that visual modelling of planned competence promotion enables more focused design, implementation and evaluation of collaborative learning scenarios

DESIGN, DEVELOPMENT AND IMPLEMENTATION OF A BLENDED LEARNING STRATEGY FOR A COMPUTER SCIENCE COURSE AT THE FACULTY OF SCIENCES, OMER AL-MUKHTAR UNIVERSITY, LIBYA

This research project focuses on the design, development and implementation of a blended learning strategy at the Faculty of Science in Omar Al-Mukhtar University, Libya. The researcher’s experience as a lecturer in Computer Science within this university represents a valuable asset which has enabled her to carry out this research project in an effective manner by demonstrating how technological innovation changes the way that universities teach and students learn. The implementation of a blended learning approach in the Computer Science course has enabled students to experience better learning outside of the classroom, and increased lecturers’ availability during taught sessions by combining the advantages of digital and in-person pedagogies. Initially, the structure and characteristics of the Computer Science course are presented alongside the aims, objectives and research questions for this thesis. Then, the conclusions of the literature review, which is related to the theory of teaching and learning, School Based Learning (SBL), Lab Based Learning (LBL), e-learning and blended learning, are described. The assessment of these sources brings to light the powerful connections between lab-based learning, the use of technology for the procedures of teaching and learning, theories and paradigms of learning and structures of information quality. The three questionnaires used in this research project were designed by considering aspects of reliability, validity, bias and triangulation. The results of quantitative and qualitative analysis of the responses have been used to formulate the blended learning approach and to design and evaluate the e-learning package. The quantitative analysis used a statistical technique, while the qualitative analysis was achieved by looking at the answers to open-ended questions. Questionnaire 1 was completed by lecturers and lab instructors in order to identify the skills gap between SBL and LBL. Questionnaire 2 was completed by students in order to determine their preferred learning styles for lab classes. The conclusions from the quantitative and qualitative analysis of the responses were used to design both the LBL skills model and the blended learning approach, whereby students receive theoretical explanations during lectures and then are asked to solve exercises from and e-learning package before attending the face-to-face lab sessions. The design, development and implementation of the e-learning package was achieved by using a user-centred approach comprising the following phases: user analysis, structure and representation, knowledge and communication analysis, and interface and navigation design. Case study 1 contained theoretical concepts and exercises related to the design of a website using the attributes and main elements of HTML coding. Case study 2 included exercises associated with the design of a simple website using Dreamweaver software and enabling the development of students’ ‘soft skills’, including communication skills and decision-making. Other exercises provided an introduction to methods of improving the look of web pages with a one or two column layout. Case study 3 aimed to enable feasible collaborative learning in groups, in which students developed and designed websites by using HTML links, images, headers and paragraphs. Questionnaire 3 was completed by both students and lecturers to provide an evaluation of the e-learning package using the Technology Acceptance Model (TAM). The conclusions from analysis of the responses provided were used to formulate a set of recommendations for the design of blended learning strategy in the Faculty of Science at Omar Al-Mukhtar University, Libya

Let\u27s Get Personal: Balancing talk with technology to \u3ci\u3etruly\u3c/i\u3e personalize learning

In October 2015, a large international study titled Students, Computers and Learning (OECD, 2015) reported that access to computers had no significant impact on students’ proficiency in reading, math, and science. In many countries, using computers frequently at school actually worsened performance. While these findings may relate to differences in professional development or implementation, it was clear that drill and practice software had a negative effect on student performance. The report’s authors appropriately acknowledged that “building deep conceptual understanding and higher-order thinking requires intensive student-teacher interactions, and technology sometimes distracts from this valuable human engagement.” Nevertheless, schools districts are rapidly adopting 1:1 laptop initiatives coupled with blended learning models aimed at increasing the amount of time students spend working independently at a computer at home and school. Proponents of blended argue that the model helps teachers customize digital lessons designed to meet individual needs and allow learners to work at their own pace. Yet, as I listen to teachers and principals, I worry that personalization has come to mean something very different from the personally relevant student-directed experiences that today’s learners crave most

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