Jumping the hurdles: challenges of staff development delivered in a blended learning environment

When the University of Glamorgan embarked upon an ambitious e‐learning development project, it quickly became clear that before teaching online, academic staff would need a training programme, which could introduce them to the pedagogy associated with this very different form of teaching and learning. This paper addresses the challenges for the staff development process when delivered in a blended learning environment. The paper is presented in three sections, the first outlines the development process of an e‐learning initiative, the second examines the model of teaching and learning, and the final section outlines the challenges to change encountered along the way. The paper concludes that a blended learning environment lends itself well to staff development for e‐learning initiatives. The authors also explore future developments including further module and course development inspired by this successful model.     

Psychodidactic approach in the development of language competences in university students within blended learning

Abstract

The paper discusses the deployment of cognitive and affective components for teaching languages in a blended learning university setting. A modified expectancy model of motivation was designed and applied. The usability testing of a language education website was used as a framework with affective and cognitive features. The selection of the education website was based on findings gained from the language needs analysis. The level of students’ language competence representing the cognitive component was diagnosed based on their results in the placement tests in the DIALANG language website. Many students showed progress in language knowledge by the end of the semester. Results were higher than students had expected and enough to encourage further research. The affective part is discussed in the modified expectancy model of motivation that was designed and applied. The psychodidactic approach used in the research met students’ motivational and emotional needs without sacrificing their improved competence in language development.     

Functions of digital learning within the international mobility programme – perspectives of university students and staff from Europe

Education and Information Technologies - This paper is based on research studies conducted in the academic community of students and staff members (teachers, researchers and administrative staff)...     

Creating opportunities for students in large cohorts to reflect in and on practice: Lessons learnt from a formative evaluation of students' experiences of a technology‐enhanced blended learning design

This paper examines BA Social Work students' experiences of developing their reflective skills to work with diverse communities using a technology‐enhanced blended learning design. In response to growing student numbers, new teaching and learning resources were developed to provide opportunities for students to engage in reflection‐in‐action at critical learning stages with the support of tutors and peers. It is suggested that access to online lectures, communications tools, a workbook (to record learning development) and online video case studies can encourage students to reflect‐on‐action, allowing them opportunities to reframe and reinterpret existing knowledge, values and beliefs to assess the impact these may have on their professional practice when working with diverse communities. To cater for an increase in student numbers, a rationale for the learning design is outlined, and the paper then explores the lessons learnt from the students' technology‐enhanced learning experiences.     

从高职学生到职员转变的专业素质自我培养

通过分析从高职学生到职员身份间学生存在问题,给出了具体理论指导实践,实践升华到理论方法,培养了学生的专业能力,从而使学生更加自信、从容成为一个职员。     

Learning styles and approaches to learning in excellent and average first-year university students

We assessed the learning approaches and learning styles of a sample of 148 excellent students selected from 11 degrees from nine centers of the Polytechnic University of Valencia (Spain), and we compared the results with those of a sample of 133 average students from the same centers. We found that excellent students took deeper approach than average students and that they preferred reflective and theoretical learning styles. Average students adopted a more surface approach, and they preferred active and pragmatic learning styles. Greater academic achievement was related to the deep approach and to the reflective and theoretical learning styles. Poorer academic achievement was related to the surface approach and an active style. University professors may reinforce the deep approach by placing high aims for students which go well beyond reproducing knowledge but use other complementary methods other than expository teaching: problem solving, case studies, designing projects, raising questions, discussion and negotiation in the classroom, etc. To accomplish this, teachers must encourage students to be committed, and these methods help do that. It also helps to introduce more demanding evaluation procedures which do not merely involve repeating what has been learnt, but include training guidance that offers students feedback.     

优化高校教学平台 为师生教与学服务

针对目前一些高校教学平台存在与教学需求和目标不匹配问题,指出高校线上教学改革的必要性,并从优化在线教学平台的思路、目标和内容等3个方面,提出了对策和建议。     

大学生学习适应性及其影响因素

运用自编问卷对大学生学习适应性及其影响因素进行研究。结果表明:大多数大学生对学习是适应的,不能适应学习的大学生占36.3%;在学习适应性方面,女生优于男生,高年级优于低年级;学习压力三年级最高,学习紧张与焦虑程度四年级最低。教学方法、学习态度、课程设置、学习方法是造成学习适应不良的主要原因,不同性别、专业和年级之间也存在差异。适应良好学生的学习自主性水平较高,自主性作为大学生学习适应的指标之一是可行的。     

The adjustment of students with learning disabilities to university and its relationship to self-esteem and self-efficacy

Using self-report questionnaires, this study found that a sample of 34 university students with learning disabilities reported significantly poorer self-esteem, academic adjustment, and personal-emotional adjustment than a sample of 31 non-learning-disabled students. For both groups, self-esteem correlated positively with general self-efficacy. Both variables correlated positively with adjustment to university.     

浅析大学英语学生学习现状及应对策略

本文就我国大学英语课程中学生的学习现状进行了分析,并就如何解决提出了相关的应对策略,希望对学生学习大学英语,提高英语能力有所帮助。     

高校音乐教育专业学生如何开展舞蹈形体教学之我见

当今时代,要求的是全面发展的新型人才,对人才的综合素质要求较高。作为素质教育的一部分,舞蹈形体训练课程是应时代要求,在近年来针对高校大学生开展的一门艺术课程,由于舞蹈形体训练课程着重培养学生塑造完美体形,潜移默化地提高学生的艺术修养,帮助学生树立正确的审美意识,能促进学生身心的全面发展,从而提高学生的综合素质,一经开展,就受到广大高校学生的认可和众多教育工作者的支持。     

Learning environments preferred by university students: a shift toward informal and flexible learning environments

Learning Environments Research - Universities are facing new challenges that pose various demands for developing learning environments. These challenges are related to different pedagogical...     

Efficacy of a blended learning approach to elementary school reading instruction for students who are English Learners

U.S. Department of Education data continually indicate that students who are English Learners (ELs) underperform in reading compared to students who are not English Learners (non-ELs). This study examined whether a personalized, adaptive blended learning approach can support reading development in ELs and non-ELs. There were 442 ELs and 442 non-ELs matched on grade level, beginning-of-year aimsweb tier status, and placement level in the blended learning program (Lexia Reading Core5 ^®). After 1 year, both groups showed significant gains on aimsweb with no differences between groups for kindergarten, and second through fifth grade. In first grade, students who are ELs outperformed students who are non-ELs. For students who continued the blended learning program for 2 years, ELs and non-ELs showed similar changes in aimsweb tier status. Notable reduction in the percentage of students identified as at-risk for reading failure was found in both the EL and non-EL groups.     

Personal,career, and learning skills needs of first-year university students

This study investigates the personal, career and learning skills needs of first-year university students. Consenting first-year South African students completed structured questionnaires assessing these needs in 1993 (n=1,817) and 1994 (n=2,209). The need for assistance with personal, career and learning skills concerns was found to be much higher in the South African student samples than for North American students.     

The conceptions of learning science by laboratory among university science-major students: qualitative and quantitative analyses

Background: The sophistication of students’ conceptions of science learning has been found to be positively related to their approaches to and outcomes for science learning. Little research has been conducted to particularly investigate students’ conceptions of science learning by laboratory.

Purpose: The purpose of this research, consisting of two studies, was to explore Taiwanese university science-major students’ conceptions of learning science by laboratory (CLSL).

Sample: In Study I, interview data were gathered from 47 university science-major students. In Study II, 287 university science-major students’ responses to a CLSL survey were collected.

Design and methods: In Study I, the interview data were analyzed using the phenomenographic method. Based on the findings derived from Study I, Study II developed an instrument for assessing students’ CLSL by exploratory factor analysis.

Results: Study I revealed six categories of CLSL, including memorizing, verifying, acquiring manipulative skills, obtaining authentic experience, reviewing prior learning profiles, and achieving in-depth understanding. The factor analysis in Study II revealed that the ‘verifying’ category was eliminated, but found another new category of ‘examining prior knowledge.’

Conclusions: This study finally proposes a framework to describe the variations of CLSL, consisting of three features: cognitive orientation, metacognitive orientation, and epistemic orientation. Possible factors influencing students’ CLSL are also discussed.     

Variations in perceptions of the learning environment and approaches to studying among university students in Pakistan

In Western countries, university students adopt various approaches to studying depending on how they perceive their learning environment. Their perceptions and approaches are related to demographic and contextual factors such as age, subject of study, gender, and year of study. This study looked for similar relationships in Pakistani students. A survey, administered to 494 male and 418 female undergraduates in four subject areas across four years of study at two universities in Pakistan, addressed their perceptions of the learning environment, learning preferences, motivation, and approaches to studying. Consistent with Western research, students in the arts and social sciences perceived their programmes more positively and were more likely to adopt a deep approach to studying, compared to students in science and technology or business and management. Contrary to Western research, students’ perceptions of their learning environment varied with age and year of study, but their approaches to studying did not. Gender differences were found in their perceptions and motivation. These variations appear to be specific to the context of Pakistan.     

On the role of discipline-related self-concept in deep and surface approaches to learning among university students

The current research examined the role that students’ discipline-related self-concepts may play in their deep and surface approaches to learning, their overall learning outcomes, and continued engagement in the discipline itself. Using a cross-lagged panel design of first-year university psychology students, a causal path was observed in which students’ Semester 1 deep approach to learning positively predicted their Semester 2 psychology-student social identification; this relationship was mediated by students’ actual Semester 1 learning. Moreover, relatively high levels of Semester 2 psychology-student social identification led to a desire for further engagement in the discipline through an enhanced intent to continue their psychology studies. In contrast, discipline-related self-concept was not observed to act as a precursor to learning approaches. Overall, the current data provide clear evidence not only for the validity of the deep learning approach construct, but for the theoretical claims associating a deep learning approach with an impact on self-concept, and the educational value of encouraging a deep learning approach both for short-term academic performance and for continuing motivation to engage in the discipline.     

Integrating collaborative PBL with blended learning to explore preservice teachers’ development of online learning communities

This study integrated collaborative problem-based learning (collaborative PBL) with blended learning to explore the emerging process and function of online learning communities among preservice teachers. Thirty-two preservice teachers participated in a 16-week instruction program. Analyses of online group discussions and portfolios found that (a) the integrated approach facilitated the preservice teachers’ formation of online learning communities; (b) the preservice teachers’ online learning communities emerged via four stages: motivation and acquaintance, socialization and belongingness, information exchange and consensus, and tacit understanding and development; and (c) six factors influenced the development of the preservice teachers’ online learning communities.