21 research outputs found
Development of an Educational Game to Set Up Surgical Instruments on the Mayo Stand or Back Table: Applied Research in Production Technology
Printing functional metallic 3D parts using a hybrid friction-surfacing additive manufacturing process
Molecular systematics of the freshwater stingrays (myliobatiformes: potamotrygonidae) of the Amazon, Orinoco, Magdalena, Esequibo, Caribbean, and Maracaibo basins (Colombia – Venezuela): evidence from three mitochondrial genes
Extremely low genetic diversity and weak population differentiation in the endangered Colombian river turtle Podocnemis lewyana (Testudines: Podocnemididae)
An effective way of designing blended learning: A three phase design-based research approach
Online learning is common in higher education, but has its drawbacks. As a result, blended learning (BL) has emerged as an alternative to alleviate the challenges of online learning. The purpose of this design-based research study was to determine what elements were needed to assist a higher education instructor inexperienced in designing and teaching a BL course to successfully create and implement it, and to document the instructor’s perceptions about the first experience of teaching a BL course. The BL course was designed, implemented and redesigned to make the BL course an effective and efficient learning environment through the three phases of this design-based research. Qualitative and quantitative research methods including instructor interviews, learning environment observations and student surveys were employed to collect data. Results indicated that iterative analysis, design and evaluation of the created BL course provided an opportunity for the researchers to find applicable solutions to any real-world problems that the instructor faced in the course. Besides, the design and implementation of BL led the instructor to shift from a passive teaching approach to an active teaching approach and allowed the students to become active and interactive learners through the process of three iterative design cycles. Although challenges were identified, she had an overall positive perception toward teaching the BL course. © 2019, Springer Science+Business Media, LLC, part of Springer Nature