Blended Learning: The Student Viewpoint

Background: Blended learning (BL) is defined as “a way of meeting the challenges of tailoring learning and development to the needs of individuals by integrating the innovative and technological advances offered by online learning with the interaction and participation offered in the best of traditional learning.” The Gulf Medical University (GMU), Ajman, UAE, offers a number of courses which incorporate BL with contact classes and online component on an E‑learning platform. Insufficient learning satisfaction has been stated as an obstacle to its implementation and efficacy.Aim: To determine the students’ perceptions toward BL which in turn will determine their satisfaction and the efficacy of the courses offered.Subjects and Methods: This was a cross‑sectional study conducted at the GMU, Ajman between January and December 2013. Perceptions of BL process, content, and ease of use were collected from 75 students enrolled in the certificate courses offered by the university using a questionnaire. Student perceptions were assessed using Mann–Whitney U‑test and Kruskal–Wallis test on the basis of gender, age, and course enrollment.Results: The median scores of all the questions in the three domains were above three suggesting positive perceptions on BL. The distribution of perceptions was similar between gender and age. However, significant differences were observed in the course enrollment (P = 0.02).Conclusion: Students hold a positive perception of the BL courses being offered in this university. The difference in perceptions among students of different courses suggest that the BL format offered needs modification according to course content to improve its perception.Keywords: Blended learning, Online learning, Students’ perception

The Relationship Between Student Demographics and Student Engagement with Online Library Instruction Modules

Objective – To investigate whether there are any demographic trends affecting student engagement with online library instruction which might have implications for practice, the authors designed a case study to examine the relationship between student demographic characteristics and engagement with online library instruction modules in English 102 courses at a single university. Methods – The authors recruited 181 students from English 102 (ENG 102), a research-based composition course, to participate in the study. ENG 102 instructors asked all participants to complete an online library instruction module embedded in the university’s course management system, either before in-person library instruction or in lieu of face-to-face library instruction. No external incentive was provided for online module completion. The research team measured levels of student engagement by recording the amount of time students spent on each page of the online module. In collaboration with the Office of Institutional Research, the authors then pulled demographic data on each participant using the university’s student information system. Pearson chi-square tests were performed to determine whether there were any notable associations between levels of student engagement and student age, grade point average, gender, and race/ethnicity. Results – Observable trends tied age and higher grade point average to higher levels of engagement with online instruction. There was additionally a slight trend linking female participants to higher levels of engagement than their male peers. In the category of race/ethnicity, the two largest subgroups, Hispanic and Caucasian students, exhibited similar levels of engagement. Conclusions – The authors conclude that there may be demographic implications for practice in designing online library instruction programs, especially when considering student age and academic performance indicators. They also conclude that, owing to this case study’s limited sample size, further study is warranted to investigate these conclusions, and to further examine the possible impact of gender and race/ethnicity on engagement with online library instruction modules

Digital communities: context for leading learning into the future?

In 2011, a robust, on-campus, three-element Community of Practice model consisting of growing community, sharing of practice and building domain knowledge was piloted in a digital learning environment. An interim evaluation of the pilot study revealed that the three-element framework, when used in a digital environment, required a fourth element. This element, which appears to happen incidentally in the face-to-face context, is that of reflecting, reporting and revising. This paper outlines the extension of the pilot study to the national tertiary education context in order to explore the implications for the design, leadership roles, and selection of appropriate technologies to support and sustain digital communities using the four-element model

Sikap Peserta Diklat PIM Tingkat IV terhadap Model Pembelajaran Blended Learning

ATTITUDES OF LEVEL IV PIM TRAINING PARTICIPANTS TOWARDS BLENDED LEARNING LEARNING MODEL. The development of Information Technology is one of the driving forces behind e-government adoption. Nevertheless, the learning process of Government officials capability creation is already conceivably undertaken electronically. This study aims to discover perceptions of government officials towards mixed learning in year 2018 group of 40 DIKLAT PIM IV training participants. This research takes a quantitative approach using descriptive statistics and Analysis of Variance as analysis tool. The T-test tested the first testing hypotheses. A one-way ANOVA was conducted to test second hypotheses. The outcome indicates a constructive attitude towards blended learning among DIKLAT PIM IV 2018 training participants. Gender-based attitudes about blended learning are substantially different

Relationship between students’ information literacy skills and availability of digital information resources in universities library of Azad Jammu and Kashmir

The present study was conducted with an aim to determine the relationship between students’ information literacy skills and availability information resources in universities library of Azad Jammu & Kashmir. A survey research design was used to collect data from the participants. The population of this study were post-graduate students enrolled in public sector universities of AJ&K. A convenience sampling technique was used to collect the data. A statistical package for social sciences (SPSS-20) was used for the analysis of data. The descriptive statistics was used to determine percentage, frequency, mean and standard deviation, and inferential statistic was used to determine relationship among variables. The results of the study revealed that a good number of information resources were available in university libraries but they were not properly utilized due to lack of information literacy skills (M=3.56). Lack of information literacy training and workshops were the main barriers faced by respondents while acquiring information literacy skills (M=3.56). Moreover, it was found that a statistical significant relationship (P= .000) exists between age of the respondents and their information literacy skills. Which shows that age of the respondents and information literacy skills were correlated with each other. The results of study also revealed that information literacy skills of respondents were correlated with age, gender, and availability of digital information resources. Further, the statistical value (P=. 218) indicated that level of degree and information literacy skills of respondents were not correlated

The key elements for design of online learning resources in the field of European Integration Studies : a case of European NAvigator

The aim of this study was to describe current usage patterns of Online Learning Resources in the field of the European Integration Studies. The ultimate goal is to develop the theoretical framework of pedagogical elements which are specific for this scientific field and needed for the successful design of Online Learning Resources. There was one main sample group. Those were the university level teachers, who are teaching courses related to History, Economics, Law or Political science, but within the European Integration Studies. All participants completed the same survey, which consisted of multiple choice questions, rating scales evaluating importance of some OLRs aspects, and open-ended questions about preferences when using applications. In addition to this survey, four interviews were conducted with four university professors teaching four different subjects related to the European Integration. Findings indicate that teachers' pedagogical beliefs and educational theory which they follow play important role in the way they chose and use Online learning resources. Some differences are apparent also within the four mentioned subjects. Finally, a key set of pedagogical elements needed for design of Online learning resources was provided.Joint Master Degree in Digital Library Learning (DILL

In response to 'Celebrate citation: flipping the pedagogy of plagiarism in Qatar'

In her article (http://uobrep.openrepository.com/uobrep/handle/10547/335947) Molly McHarg makes several points that I agree with, particularly that for the majority of students the plagiarism is not deliberate but is due to a lack of understanding of how to reference correctly

Blended Learning in Higher Education: Exploring Students' Perceptions of Course Design, Pedagogical Approaches, and Use of Technology in an Undergraduate Visual Arts Course

Arts educators have been experiencing the pressures of current and emerging technologies and technological tools that are transforming the teaching and learning process in visual and performing arts fields in higher education. Literature demonstrates that more studies are needed on the experiences of instructors and students, and the course design choices, implementation, and uses of blended learning in higher education in the creative disciplines. Existing research on blended learning indicates that more studies on student perceptions of blended learning are needed. This qualitative case study investigated an introductory course in art history offered in the blended format to students not majoring in visual arts. I explored three research questions on the types of pedagogical and technological choices the instructor made when designing and teaching the course and the ways in which students responded to these decisions, as well as what aspects of the course were associated with student engagement. In order to investigate these research questions, I interviewed 24 students enrolled in the course, three teaching-assistants (TAs), and the course instructor, I observed face-to-face tutorials, and reviewed the course and tutorial sites in learning management system (LMS). I argue that although students prefer the flexibility that blended course design offers, interaction with the instructor is a significant aspect to maintain student engagement. Innovative means of assessment that is using the social media microblog, Twitter, for one of the assignments engaged students in writing about art and added to their satisfaction in the course. Recommendations and areas for future research are discussed

Proceedings of the 1st Annual Higher Education Flipped Learning Conference

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