How Blended Learning Reduce Underachievement in Higher Education: An Experience in Teaching Computer Sciences.

This paper presents a blended learning approach and a study evaluating instruction in a software engineering-related course unit as part of an undergraduate engineering degree program in computing. In the past, the course unit had a lecture-based format. In view of student underachievement and the high course unit dropout rate, a distance-learning system was deployed, where students were allowed to choose between a distance-learning approach driven by a moderate constructivist instructional model or a blended-learning approach. The results of this experience are presented, with the aim of showing the effectiveness of the teaching/learning system deployed compared to the lecture-based system previously in place. The grades earned by students under the new system, following the distance-learning and blended-learning courses, are compared statistically to the grades attained in earlier years in the traditional face-to-face classroom (lecture-based) learning

Using Bicycles As A Theme For A Cross-Curricular Literacy Program In A Secondary Alternative Setting

Practices in constructivist techniques in education and the application of thematic models were researched; the effect of motivation on learning was researched the connection between reading and writing was investigated, the link between vocabulary and reading ability was explored as well as the importance of schema and metacognition. A curriculum was designed using a theme, bicycles, based upon student interests. The curriculum implementation employed a cross-curricular, constructivist model. Research indicated that when reading instruction is delivered via a topic that the students have interest in and ownership of, the students become engaged in the instructional practice. Implications for curriculum design are discussed

Intramural, collaborative learning systems

This thesis focuses on three related concepts: problem-based collaborative learning; the use of multimedia tools in learning systems; and participatory design as a software engineering methodology to create multimedia tools to be used in learning systems. A literature review of the three areas is followed by an overview of the pedagogical, technological, and business trends that affect the direction of innovation in education, including problem-based learning. A discussion of a software engineering project to develop a multimedia application that enhances the learning of geography skills and puts the programming, interface design and multimedia systems capabilities of college students into action ensues. The project results are presented, and suggestions for future research are proposed

e-Learning Artefacts: Are They Based on Learning Theory?

With the advent of e-learning, educators and designers of learning resources should view technology as a tool and a medium, but not as the message. This paper poses the rhetorical question as to whether e-learning artefacts and variants are based on sound learning theory. It traces the evolution of e-learning and describes characteristics that indicate underlying theoretical biases in traditional educational software, as well as in online courses and web-based instruction. The paper introduces a synthesis of contemporary learning theory, the Hexa-C Metamodel (De Villiers, 2002, 2003), whose six elements can playa role in the design and development of e-learning environments and instructional systems, and which can also be used in evaluating educational applications from a learning theory perspective.Computin

Task Based Learning Approach As An Innovation To Improve Learners' Sport Skill And Engagement

The goal of this study was to see how a Task-based learning strategy with the steps of Pre-task, Task preparation, During task, and Post-task could help learners improve their sports skills and engagement. Twenty students from Bagong Buhay F Integrated School were chosen for this study. To determine the level of learners' sport skills, the said approach and survey were used. The goal of this action research is to see how successful Task-based learning is for students learning physical education, specifically sports abilities. The study uncovered a number of examples of how innovation might aid learners in improving their abilities. With twenty (20) purposely selected learners assessed in an online learning mode under the supervision of the researchers and grade VII teachers, various test and data collection methodologies indicated favorable data on the performance of the aforementioned teaching strategy's implementation. In terms of their degree of athletic skill and involvement, the figures offered by this study in terms of the success it displayed over the learners' development were significant. Furthermore, the outcomes of this study will benefit physical education teachers by providing statistics on resources that may be used to improve students' sports skills and engagement

THE DESIGN AND STRUCTURE OF A RESOURCE-BASED LEARNING ACADEMIC STAFF DEVELOPMENT MODEL

ThesisSleutelwoorde: akademikus, brongebaseerde leer, fasiliteerder, hoer onderwys, personeelontwikkeling, personeelontwikkelingsmodel, transformasie. ereldwyd, asook in Suid-Afrika, word die reputasie van hoer onderwys bepaal Wdeur die vermoe om gehaltepersoneel te werf en te behou. Hoer onderwys benodig dus mense met vakkundigheid en toegewydheid om die werkverrigting van instellings binne 'n kompeterende omgewing te handhaaf en te verbeter. Kwaliteit menslike hulpbronbestuur sal die sleutel tot sukses wees. Doeltreffende kennisoordrag en -produksie is die sentrale doel van die SuidAfrikaanse hoer onderwys. Die leerkonteks het as gevolg van transformasie-eise verander. Een so verandering is die paradigmaskuif van keenisoordrag na leer. Die sleutel in beter en verskillende benaderings tot leer en leiding Ie, bv. nie slegs nuwe vorme van leer nie, maar ook transformasie van rolle en nuwe aanbiedingsmetodes - waarvan brongebaseerde leer een is. Hierdie studie het dus gepoog om die hoeronderwyspraktyk te verbeter - waar brongebaseerde leer beskou word as een van die mees bruikbare, suksesvolle en aanvaarbare benaderings tot kurrikulumaanbieding. Dit is ook maklik aanpasbaar vir verskeie style van instruksie en metodes van leer. Die doel van hierdie studie was om bogenoemde komplekse uitdagings aan te spreek, 'n brongebaseerde akademiese personeelontwikkelingsmodel te ontwerp, asook die struktuur te bepaal. Hierdie voorgstelde model ondersoek drie areas van personeelontwikkeling, naamlik brongebaseerde bekwaamhede/bevoegdhede (bv. kennis, vaardighede, houdings en toepassing), rolle en verbeteringstrategiee. Die resultate van hierdie studie is gebaseer op vraelysresponse van 46 brongebaseerde akademici, fokusgroepe, asook kommentaar van brongebaseerde deskundiges. Die belangrikste resultate is 5005 volg: oDie meeste van die deelnemers het hul gebrek aan brongebaseerde bekwaamheid bevestig, wat die behoefte aan die voorgstelde model en ge'identifiseerde verbeteringstrategiee beklemtoon. oDie meeste brongebaseerde akademici het probleme ondervind met die balansering van hoeronderwysdruk en druk van die regering. o Hoe werkladings en beperkte tyd verhoog die druk, wat die moontlikheid van stres verhoog. o Houdingsfaktore be'invloed ook brongebaseerde bekwaamheid. Diegene wat sterk gemotiveerd is, vertoon inisiatiewe ten opsigte van innovering en vordering. Die voorgestelde model het nie net die brongebaseerde akademikus ingesluit nie, maar ook die institusionele profiel wat op 'n strategiese en sistematiese wyse deur middel van 'n sikliese proses uitnemendheid op die gebied va n , brongebaseerde onderwys bereik

Essential assessment for quality online learning in higher education

Linking assessment with learning objectives and outcomes has become significantly important in assessing adult learners in higher education. To better understand how adults learn and their expectations for learning, this paper provides a literature review that examines adult learning theory, learner characteristics, and motivation factors that shape our understanding. Additionally, this paper provides an in-depth review on the definition of assessment, types of assessment, formative versus summative assessment, alternative assessment, self-assessment, and the most appropriate and essential implementing principles and strategies in an online learning environment. The resources were retrieved using the University of Northern Iowa Library\u27s online cataloging system - UNISTAR as well as resources from two online metadatabases - Panther Prowler and Google Scholar™. The literature review reveals that assessment is not only a key indicator for both teaching and learning; it is also an extended motivator to trigger online learners. While innovative strategies and techniques for effectively using assessment need to be further explored and developed, this paper provides some good practices for aligning assessment with course objectives and learning outcome to ensure quality online learning in higher education

Teaching, learning and technology: An e-route to deep learning?

This is the author's pdf version of an article published in Research into Education.This paper details a research project that considered the extent to which e-learning is congruent with the notion of inculcating and maintaining deep approaches to learning within HE. Also, to explore what actions may be taken to engender and or maintain a deep approach when using e-learning as the central androgogy as knowing what (is possible) and how (it may be achieved) provides a fuller picture. Whilst this paper is designed to help inform practice and professional judgement it is not purporting to provide absolute answers. Whilst I have attempted to provide an honest account of my findings, truth and reality are social constructions (Pring 2000). The research was based upon methodical triangulation and involved thirty-eight undergraduate students who are undertaking study through e-learning and five academic members of staff who utilise e-learning in their programmes. As such, the project was small scale and how much may be inferred as applicable to other groups and other contexts may be contested, as those sampled for this research have their own unique paradigms and perceptions. Finally, it is always worth remembering that effective teaching and learning is contextual (Pring 2000). The research revealed that deep approaches to learning are situational (Biggs 2003) and e-learning can authentically lead to a student adopting and maintaining a deep approach. There are several factors that increase the likelihood of a student adopting this desired approach. These include; where students perceive the programme to be of high quality (Parker 2004), they have feelings of competence and confidence in their ability to study and interact with the technology and others. In addition, students require appropriate, reliable access to technology, associated systems and individualised planned support (Salmon 2004). Further to this deep approaches are more likely to be adopted where programmes are built on a constructivist androgogy, constructive alignment is achieved, interaction at several levels and a steady or systematic style of learning are encouraged (Hwang and Wang 2004). Critically study programmes should have authentic assessment in which deep approaches are intrinsic to their completion. To effectively support students in achieving a deep approach to learning, when employing e-learning, staff require knowledge and skill in three areas: teaching and learning, technology, and subject content (Good 2001). They also require support from leaders at cultural, strategic and structural levels (Elloumi 2004)