This paper seeks to outline a time‐based strategy for blended learning that illustrates course design and delivery by framing students' learning opportunities in synchronous and asynchronous modalities.
This paper deconstructs the evolving components of blended learning in order to identify changes induced by digital technologies for enhancing teaching and learning environments.
This paper hypothesizes that blended learning may be traced back to early medieval times when printed material provided the first asynchronous learning opportunities. However, the digitalization of contemporary learning environments results in a de‐emphasis on teaching and learning spaces. When time becomes the primary organizing construct for education in a technology‐supported environment, blending possibilities emerge around five components: migration, support, location, learner empowerment, and flow.
This study enables the readers to conceptualize blended learning as a combination of modern media, communication modes, times and places in a new kind of learning synthesis in place of traditional classrooms and technology with the teacher serving as a facilitator of a collective learning process.
The major implication of this paper is that modern learning technologies have freed students and educators from the lock in of classroom space as being the primary component of blended learning, thereby emphasizing learning rather than teaching in the planning process.
This paper proposes a new model of blended learning in which physical teaching environments give way to time. Time and synchronicity become the primary elements of the learning environments. In addition, the authors suggest that the time‐based model as an educational “new normal” results in technologies as enablers rather than disruptors of learning continuity.
How is it possible to evidence whether students are engaging with a course? What can be done to increase their level of engagement? Since the advent of blogs in 2002 a…
How is it possible to evidence whether students are engaging with a course? What can be done to increase their level of engagement? Since the advent of blogs in 2002 a comprehensive body of research has developed around the pedagogic benefits of educational blogging and its value in teaching and learning, notably in encouraging reflective practice, social interaction and participatory learning (Burgess, 2006. Blogging to learn, learning to blog. In A. Bruns & J. Jacobs (Eds.), Uses of blogs (pp. 105–114). New York, NY: Peter Lang; Farmer, Yue, & Brooks, 2008; Williams & Jacobs, 2004). This chapter investigates whether blogs are also an effective tool for supporting and sustaining a community of learners in Higher Education and increasing their engagement in a university course.
The researchers used a case study methodology to examine whether the introduction of blogs had led to the development of a community of practice around an undergraduate course at the University for the Creative Arts. The data collected revealed that the course team had successfully developed a thriving online community involving students, staff, alumni and industry, with students displaying high levels of engagement and interaction. The discursive, commentary nature of blogging enabled students to engage in peer-supported learning, with the online ‘always on’ nature of the community providing a 24/7 support network. In addition, tutors were able to assess clearly the level of engagement of each student and provide targeted, timely feedback for those students who required more support.
It is hoped that this research will be informative to tutors and academic support staff who wish to explore the potential of using collaborative online technologies to enhance student learning and engagement.
The purpose of this paper is to explore future consciousness, in particular the desire for adventure and change, in light of the literature and ideas around academic…
The purpose of this paper is to explore future consciousness, in particular the desire for adventure and change, in light of the literature and ideas around academic development in higher education teaching and learning, and with a particular focus on supporting staff in their engagement with technologies in new ways.
The article builds on and extends recent work by the authors Barnes and Tynan; and Tynan, Lee and Barnes, as well as that of other researchers and theorists. A case study approach is adopted, in which the narratives or “stories” of academics at an Australian university relating to issues surrounding learning technologies are analysed. The themes that emerge from the preliminary analysis are synthesised to draw out barriers and potential solutions from the participants' perspectives, especially with regard to their self‐identified future professional development needs, and particularly in relation to their adoption and sustainable use of educational technologies.
The authors believe that successfully engaging with the goals of innovation and sustainable futures in the age of Web 2.0, the networked society and the millennial learner depends on a concerted effort at all levels of the tertiary/higher education sector.
While the preliminary findings of the study may have limitations in terms of their generalisability to institutions and countries beyond the context of the case study, they will no doubt provide a starting point for further research.
It is hoped that the study will serve as a think piece for educational leaders interested in facilitating long‐term initiatives and strategies aimed at cultivating a desire for change and adventure among academic staff, to “reinforce proactive behavior, self‐efficacy, and internal locus of control” in encouraging them to engage with their own futures.
The purpose of this paper is to describe a computer‐assisted learning experience in operations management (OM) higher education that entailed the development of…
The purpose of this paper is to describe a computer‐assisted learning experience in operations management (OM) higher education that entailed the development of interactive learning software, its evaluation in an experimental environment and the formal analysis of the teaching method's influence on student perceptions.
The software design follows the constructivist focus based on widely‐accepted educational technology principles. Objective tests of knowledge and subjective appraisal of the learning process were used in the experiment to compare two educational scenarios (computer‐assisted learning and on‐site class). Students' perceptions of the software's technical and teaching features are also analyzed.
The study shows that the teaching method can significantly affect students' perceptions of the learning process. The findings also confirm the pedagogical effectiveness of the software that was designed and that information communication technologies (ICT)‐based methods are an alternative to traditional methods used in OM education.
The experiment involved strict control over various potential threats to validity. From a statistical point‐of‐view, the conclusions can only be generalized in the population analyzed. Nevertheless, the features of the software and the student profile allow the main conclusions to be generalized to other OM environments.
The use and evaluation of interactive software in OM educational environments are reflected on, with emphasis on the influence that the teaching methodology has on students' attitudes to the learning process. It is of interest for researchers interested in improving teaching through the use of ICT.
There are very few studies on interactive self‐learning software for OM and its effects on student perceptions. This paper is a new contribution to this field.
Advances in geospatial technology, web map interfaces, and other Web 2.0 tools provide new opportunities for educators to engage students in critical thinking…
Advances in geospatial technology, web map interfaces, and other Web 2.0 tools provide new opportunities for educators to engage students in critical thinking, problem-solving, and collaborative skills. Although little attention has been given to learning from maps in higher education, knowledge of space is critical to attitudes and decision making as global citizens. Additionally, the ability to easily create multimedia maps offers new educational affordances for students at a distance and has the potential to link geographic and cultural understanding within the context of a variety of disciplines. We discuss the development of a mapping and blogging interactive learning environment, MapBlog, as a visual platform for representing information spatially. In this chapter, the MapBlog will be discussed as an interactive learning environment and as a visual platform for representing information spatially. We present and discuss four MapBlog categories: external content, student-created content, static content, and thematic.