Effects of Collaborative and Individual Learning in a Blended Learning Environment

In courses using a virtual learning environment (VLE), some students like to work together, and some do not. If we give students the opportunity to choose either teamwork or individual study, how does this affect their marks and their appraisal and assessment of the course? This question has been investigated in the context of an English Literature course at the University of Utrecht. In this course, students work intensively with a VLE, and attend lectures: a blended learning environment. Previous research has shown that the pedagogical design used provides a powerful learning environment. This time, students had the choice of working on the course assignments in small teams (2–4 students), or individually. Both groups were compared based on their study results, and the answers to a questionnaire. Students valued the choice. Mainly those students with high marks for a previous course, which had a similar pedagogical design, preferred collaboration. Statistical analysis showed that collaboration resulted in significantly better marks.     

绩效技术观照下的高等学校混合式学习的设计与推广

混合式学习汇聚了课堂教学和在线学习的优势,已在高等学校广泛应用。但是,对于混合式学习的绩效问题却鲜有关注,出现过度开发、资源利用率低下等现象。本文利用绩效技术的分析框架,对混合式学习从设计的起始阶段到最后的评估、推广全过程予以分析,力图使更多教学设计工作者关心和提高混合式学习的绩效。     

混合式教学在高职思想政治理论课中的运用

新媒体日益深刻地改变着人们的生产生活,并推动着教育的信息化进程。新时代,如何合理运用多种教学手段和方法,有的放矢地将思想政治理论课教学提高到新的水平,使"立德树人"的教育目标如期实现,是值得每一位思想政治教育工作者深思的问题。如何将各种教学内容、教学形式、教学手段"混搭"成为适合高职学生的教学方法,切实发挥思想政治理论课主渠道、主阵地的作用,是新时代高职思想政治理论课教师面临的挑战。     

信息技术环境下高职“活动导向”混合教学模式研究——以“Web应用系统开发”课程为例

本篇文章分析了\"活动导向\"混合教学模式对高职信息化课程改革的隐喻,以\"Web应用系统开发\"课程为例,探索\"活动导向\"多种混合教学模式在高职课程教学设计中的具体应用,并建构活动导向课程教学行为和学习行为的实施过程,为高职信息化课程教学改革提供借鉴。     

Self‐determined blended learning: a case study of blended learning design

Higher education has been actively encouraged to find more effective and flexible delivery models to provide all students with access to quality learning experiences yet also meet institutional imperatives for efficiency and accountability. Blended learning, commonly defined as an integration of traditional face‐to‐face and online approaches to instruction (Garrison & Kanuka, 2004 Garrison, D.R. and Kanuka, H. 2004. Blended learning: Uncovering its transformative potential in higher education. Internet and Higher Education, 7(2): 95–105.  [Google Scholar]; Graham, 2006 Graham, C.R. 2006. “Blended learning systems: Definition, current trends and future directions”. In Handbook of blended learning: Global perspectives, local designs, Edited by: Bonk, C.J. and Graham, C.R. San Francisco, CA: Pfeiffer.  [Google Scholar]; Macdonald, 2008 Macdonald, J. 2008. Blended learning and online tutoring , (2nd ed.), Hampshire, UK: Gower.  [Google Scholar]), is now proposed as one solution that addresses both student learning and higher education organisational needs. Successful blended learning, however, is more than a simple integration of information and communication technologies with face‐to‐face approaches. This paper proposes, describes and evaluates a pedagogical approach to blended learning focused on learners and learning. First, we interrogate the literature related to blended learning to show how various constructions of blended learning may be driven by teacher‐centric or learner‐centric conceptions. Next, planning a learner‐centric blended learning design for a core unit in a first year higher education course is described. The design is then evaluated using a mixed methodology in which the students’ voices illuminate their experiences of blended learning unit design with regards to engagement, learning and self‐determination.     

Supporting students with impairments in higher education: social inclusion or cold comfort?

This paper uses a discursive analysis to examine the experience of ‘inclusion’ from several stakeholder groups in one university. The research team included disability support staff at the institution, external disability consultants and academic researchers. A critical focus group investigation centred on four groups: students who were identified as having an impairment (SWIs), academic staff (teachers), administrators and students who did not identify as having an impairment (non‐SWIs). Interviews had facilitators with both research and disability expertise. Groups recounted different experiences of inclusion. SWIs, drawing on a rights discourse, emphasised a lack of resourcing and barriers created by the teaching staff. In contrast, teachers, administrators and (to a lesser extent) non‐SWIs emphasised the importance of social inclusion, reflecting discourses around needs and humanist notions of care and support, which largely seemed to miss the core of SWI concerns about recognition of their technical competence. For all groups, questions around disclosure of disability were of greater concern than tensions between needs and rights or the recent publication of a Code of Practice for the higher education sector. The findings challenged some of the researchers’ own assumptions, with unexpected implications for practice.     

远程教育的线下学习问题与对策探讨

远程教育教与学时空分离的本质决定了远程教育具有不同于传统学习的特点,线下学习作为E-learning学习的有效补充,越来越受到远程教育工作者和研究学者的重视。对线下学习过程中出现的一些问题进行简要的分析总结,提出相应的解决对策。     

远程教育中混合学习及其实施策略的探讨

目前混合学习在教育技术界备受关注。将混合学习应用于远程教育,对改善学习效果和提高教育质量有着重要的作用。本文介绍混合学习的基本理论,并为混合学习在远程教育中的有效应用提供了实施策略。