Technology‐enhanced learning in higher education: How to enhance student engagement through blended learning

Blended learning has risen in popularity in the last two decades as it has been shown to be an effective approach for accommodating an increasingly diverse student population in higher education and enriching the learning environment by incorporating online teaching resources. Blending significant elements of the learning environment such as face‐to‐face, online and self‐paced learning leads to better student experiences and outcomes and more efficient teaching and course management practices if combined appropriately. Hence, an appropriate systematic and dynamic approach of blended learning design is crucial for a positive outcome, starting with planning for integrating blended elements into a course and creating blended activities and implementing them. Evaluating their effectiveness and knowing in which environments they work better and improving the blended activities designed from both the student’s and instructor’s perspective are critical for the next delivery of the course. This article aims to increase awareness of higher education educators about how traditional face‐to‐face learning can be transformed into blended courses so as to develop student engagement with both in‐class and online approaches, whilst being time effective for the instructor.     

Teaching Line Balancing through Active and Blended Learning*

The design of balanced assembly lines, especially when considering workforce, material, and cycle time factors, is an important managerial decision‐making activity in manufacturing firms. Numerous active learning activities are available to assist instructors in teaching assembly line balancing to students. While effective in improving student engagement, they require considerable planning and expense on the part of instructors, and they may be difficult to implement in inflexible teaching spaces and lecture‐oriented curricula. We present a new approach to teaching line balancing using online videos depicting an assembly process. Students design an assembly line by determining themselves how to separate and time tasks, rather than by modifying an existing configuration. To save valuable classroom time, students complete a portion of the activity outside of class. This blended learning approach allows for all students to be engaged in the activity, both in and out of class. Furthermore, a controlled study showed that compared to the traditional lecture format, it better equips students to address less tangible aspects of line balancing, such as ergonomic and workforce factors, material handling considerations, and changing cycle time. With the online content for this activity completely developed and available, other instructors can easily implement this approach within their courses.     

混合式学习中学生学习投入现状与影响因素研究

混合式学习以其能够促进主动和深度学习的优势,在国内外高等教育教学中得到广泛应用.本研究的目的是,在把握学生学习投入现状的基础上,进一步探讨影响混合式学习环境下学生学习投入的内外部因素.研究采用问卷的方式进行调查与系统分析,结果发现:混合式学习背景下,学生整体学习投入为中等偏上水平,相对而言,学生行为投入较高,情感投入表...     

Has pedagogy,technology, and Covid-19 killed the face-to-face lecture?

The lecture has been around for centuries and has featured as a popular and frequent component in higher education courses across many disciplines including anatomy. In more recent years, there has been a growing shift toward blended learning and related pedagogies that encourage active participation of students in both face-to-face and online learning environments. Unfortunately, in many cases, the lecture, which has typically focused on the transmission of information from educator to student has not been adapted to become a more learner-oriented approach with opportunities for students to actively interact and engage. As a result, the future of whether the lecture should continue has once again become a center of debate. The consequence of the Covid-19 pandemic and its aftermath have added to this with institutions now looking to stop all lectures or offer them in an online format only. This commentary argues that lecture-style components could still feature within face-to-face and online provision, but only if they are used sparingly within a blended curriculum, have a defined use that aligns well to learning outcomes, are assessed as the most effective method pedagogically, and importantly integrate approaches and activities that promote student engagement. Anatomy educators have demonstrated for years that they are able to be at the forefront of pedagogical change and evidenced during the pandemic their agile and innovative ability to adapt and do things differently. Therefore, the fate of the lecture, at least in anatomy, may well be in their hands.     

Flipped classroom instruction for inclusive learning

The flipped classroom is a teaching methodology that has gained recognition in primary, secondary and higher education settings. The flipped classroom inverts traditional teaching methods, delivering lecture instruction outside class, and devoting class time to problem solving, with the teacher's role becoming that of a learning coach and facilitator. This methodology provides an avenue for more hands‐on and student‐driven learning during class time. The benefits of a flipped classroom include increased student motivation, differentiating instruction, self‐pacing lessons and mastery learning, increased collaboration and instant feedback for formative assessment. Although limited research has been conducted regarding students with learning difficulties in inclusive settings using a flipped learning model, initial research indicates flipping a classroom can be beneficial. Information is provided on inclusive practices from numerous countries that are beneficial to students with learning difficulties, as well as strategies and resources for individuals who may want to implement a flipped classroom.     

混合教学对学生学习成效的影响——基于国内外106篇实证研究的元分析

线上线下融合的混合教学成为推动教育变革及促进教育内涵式发展的重要方式。然而,混合教学对学生学习成效的实证研究结果存在较大差异,因而有必要探究混合教学的有效性及影响因素。本研究采用循证研究的元分析方法,对2000年1月~2021年9月的106篇国内外实验和准实验研究进行量化分析,系统检验混合教学的有效性。研究发现:1)纳入研究的样本总效应量为0.669(n=142),表明混合教学对学生学习成效具有中等偏上的促进作用,其中尤以学习动机和情感态度的提升最显著;2)就不同学段、实验周期以及实验人数而言,混合教学对初中生和高中生的学习促进作用最大,1~3个月的教学周期效果最好,而实验人数在51~100人之间的效果最佳;3)就在线学习比例、混合顺序和交互类型而言,50%的混合教学对学生学习的促进作用最大,同步和同步+异步的形式对学生学习的促进作用最明显;4)就教学方法和学习方式而言,基于任务的学习、角色扮演法、探究教学法以及案例教学法具有较大的效应作用,小组学习对学生学习促进最大。文章最后提出了有效开展混合教学的对策和建议。     

Impact of class lecture webcasting on attendance and learning

The present study investigated the impact of class lecture webcasts on students’ attendance and learning. The research design employed four data collection methods in two class sections—one with webcast access and another without—of the same course taught by the same instructors. Results indicated the following four major findings. (1) The availability of webcasts negatively impacted student attendance but the availability of other online resources such as PowerPoint slides had a greater negative impact on attendance. (2) Webcast access appeared to nullify the negative effects absenteeism had on student performance. (3) For most performance measures based on lecture content, more webcast viewing was associated with higher performance. (4) Most students in the webcast section reported positive learning experiences and benefits from using webcasts, even though a majority also reported using webcasts for missing a class. In summary, these results collectively suggest that webcasts could have positive effects on students’ learning experiences and performance, even if class attendance does decline.     

A blended learning approach to teach fluid mechanics in engineering

This paper presents a case study on the teaching and learning of fluid mechanics at the University of Western Sydney (UWS), Australia, by applying a blended learning approach (BLA). In the adopted BLA, various flexible learning materials have been made available to the students such as online recorded lectures, online recorded tutorials, hand written tutorial solutions, discussion board and online practice quizzes. The lecture and tutorial class times have been primarily utilised to discuss confusing topics and engage students with practical issues in applying the theories learnt in fluid mechanics. Based on the data of over 734 students over a 4-year period, it has been shown that a BLA has improved the learning experience of the fluid mechanics students in UWS. The overall percentage of student satisfaction in this subject has increased by 18% in the BLA case compared with the traditional one.     

Application of Flipped Classroom to Vocational College English Teaching

Unlike traditional teaching method,flipped classroom is a form of blended learning in which students learn content online by watching video lecture,usually at home,and students and teachers discuss and solve questions by more personalized guidance and interaction in class,instead of lecturing.Flipped classroom is very useful to vocational college English teaching.     

An Adaptive Blended Learning Model for the Implementation of an Integrated Medical Neuroscience Course During the Covid-19 Pandemic

The implementation of an integrated medical neuroscience course by technologically pivoting an in-person neuroscience course to online using an adaptive blended method may provide a unique approach for teaching a medical neuroscience course during the Covid-19 pandemic. An adaptive blended learning method was developed in response to the requirements necessitated by the Covid-19 pandemic. This model combined pedagogical needs with digital technology using online learning activities to implement student learning in a medical neuroscience course for year one medical students. This approach provided medical students with an individually customized learning opportunity in medical neuroscience. The students had the complete choice to engage the learning system synchronously or asynchronously and learn neuroscience materials at different locations and times in response to the demands required to deal with the pandemic. Students' performance in summative and formative examinations of the adaptive blended learning activities were compared with the previous performance obtained the previous year when the contents of the medical neuroscience course were implemented using the conventional “face-to-face” learning approach. While the cohort of our students in 2019 and 2020 changed, the contents, sessions, volume of material, and assessment were constant. This enabled us to compare the results of the 2019 and 2020 classes. Overall, students' performance was not significantly different between the adaptive blended learning and the in-person approach. More students scored between 70% and 79% during the adaptive blended learning compared with in-class teaching, while more students scored between 80% and 89% during the in-person learning than during the adaptive blended learning. Finally, the percentage of students that scored >90% was not significantly different for both Years 2019 and 2020. The adaptive blended learning approach was effective in enhancing academic performance for high-performing medical students. It also permitted the early identification of underachieving students, thereby serving as an early warning sign to permit timely intervention.     

“云班课”混合式学习模式建构研究——以英语语言学为例

混合式学习综合利用线上和线下两种学习模式,让学生经历与传统教学截然不同的学习体验。该文在建构主义理论的指导下,构建了“云班课”混合式学习模式,并将该模式运用于英语语言学课程教学。结果表明,混合式学习相较于传统教学模式学习成效更高;学习经验值与期末考核成绩具有显著的高度正相关关系。由于学习经验值源于学习活动的参与,为了改善混合式学习成效,该文提出教师应围绕教学资源、学习活动、学习监控、形成性评价等方面改善教学策略;学生应在学习行为、学习方式、学习动机、学习反思等方面改善学习策略。     

The effectiveness of the student response system (SRS) in English grammar learning in a flipped English as a foreign language (EFL) class

ABSTRACT

Flipped classes are well-known for reversing the typical in-class lecture and out-of-class homework structure by instructing students to learn by themselves from on-line learning materials and inviting them to ask questions based on their individual difficulties in class. Many attempts at integrating this teaching method into English as a foreign language (EFL) classrooms have proven to be beneficial to students’ learning achievement and motivation. However, there is little research on how to organize interactive, engaging and effective in-class activities for an EFL flipped classroom. In this study, a student response system (SRS) is proposed to support teachers in organizing in-class activities in a flipped class. To investigate the effectiveness of this approach, a quasi-experiment was conducted in an EFL classroom in an engineering school. The experimental group used the SRS to do in-class activities while the control group followed the conventional method. The results showed that the use of the SRS increased students’ learning motivation and self-efficacy in learning English grammar and improved their participation and engagement in the in-class activities of the flipped learning process. Furthermore, the questionnaire results showed that students accepted the SRS as an instructional method in an EFL flipped class. However, the use of the SRS was not effective in improving students’ grammar learning achievement.     

综合多种教学法的大学课程教学设计

近年来,多种教学方法层出不穷,如:合作学习、对分课堂、发生教学法、混合式教学、参与式教学等,这些不同的教学法有不同的理论依据和侧重点。我们在多年教学实践中基于各方法的优势,对团队承担的《普通昆虫学》课程进行了改革和重新设计:将班级学生分为4—5人学习战队,形成合作学习共同体,每次课程分为5个步骤:讨论互助、对战、总结、讲授和内化吸收。该课程设计基于对分课堂的“课堂时间对分”和“讲授与讨论时间错开,学生自主学习内化吸收”,同时利用了合作学习的“生生互动,形成团队,相互帮助”,混合式教学的“对在线数字媒体的利用”,发生教学法的“依照知识的产生和发展进行讲解”,参与式教学的“积极参与”。新的教学设计核心理念是结合在线教育、讲授式课堂和讨论式课堂的优势,教师作为引导者,同一学习战队成员间形成利益捆绑体,学生主观能动性得到调动,积极参与教学活动,课后一周时间学生内化吸收,对抗遗忘。     

Is attending lectures still relevant in engineering education?

A case study was conducted on a group of undergraduate chemical engineering students to assess the relevance of attending lectures from a student perspective and to understand why these students attend and do not attend lectures with a view to developing approaches to teaching, which are of greater interest and benefit to student learning. The students were surveyed by means of a questionnaire-type survey, which collected both quantitative and qualitative data from them. The majority of students stated that lectures are still very beneficial to their learning and are not an out-of-date mode of education. The major reasons for lecture non-attendance were time priority and curriculum overload issues with other scholarly activities and poor quality teaching. The students provided a number of suggestions to improve lectures and lecture attendance, including the incorporation of active learning in lectures, linking lectures to assessment and adding extra value to what is already in the notes.     

A Planning Tool for Incorporating Backward Design,Active Learning,and Authentic Assessment in the College Classroom

Backward course design is a compelling strategy for achieving results-based, student-centered learning. The backward course-design approach is first to identify student-learning outcomes, then the means of assessing the outcomes, and lastly the classroom activities that would support the learning outcomes. With demonstrated success at improving teaching and learning at K–12 levels, this design approach is receiving increasing attention at the college level. Yet college faculty, who receive comparatively little instruction in course design, may find it challenging to enact the principles of backward course design into day-to-day lecture planning. To help address this challenge, we developed a backward design-inspired lesson planner to assist in restructuring college course periods for more active, learner-centered activities that align with course goals. We describe the planner and its application to a non-majors college biology class, and we share student and instructor perceptions of classroom structure and use of classroom time before and after implementation. Benefits of implementing the backward design planner included enhanced ability to prioritize content delivery to students, better time management in and out of the classroom, improved experience of lecture preparation, more engaged students, and more frequent feedback on student comprehension.     

Teachers’ perceptions of the benefits of online instruction for students with special educational needs

This article discusses the perceptions of ‘virtual’ teachers with regard to the benefits of online education for students with special educational needs. Surveys were distributed to teachers from one educational management company about their experiences of teaching in asynchronous (self‐paced) virtual school classrooms. The survey responses revealed the following findings: online education has made it easier for students with limitations to access learning activities; improvements have been made in student academic performance; students have had success with asynchronous (self‐paced) education; student motivation has increased; and more individualised support has been available. Even though these results focused on positive outcomes, some negative perceptions were also recorded. These included discrepancies related to cyber‐bullying in asynchronous learning programmes, matters related to student accommodations, and problems associated with student use of online classroom resources.     

Timing of Homework Completion vs. Performance in General Chemistry

The goal of this study was to investigate the timing of online homework completion and its effects on student performance. Data was collected from two large, first-semester general chemistry sections at a southwestern university. Specifically, this study aims to explore the link between when students complete their homework relative to the date the material was covered in lecture and student performance in that class. Topics covered in the study included VSEPR, Lewis structures, and molecular geometry. Performance was measured by different variables, namely in-class clicker scores (short-term) and exam grade (long-term). Students were divided into three groups: students who completed the relevant homework within 2 days after the lecture (before the next lecture), those who completed the homework 2 to 4 days after the lecture, and students who completed the homework more than 4 days after the material was covered in lecture. The study also took into consideration student reasoning abilities, as measured by the Test of Logical Thinking (TOLT), with a focus on at-risk students (low TOLT students). Results showed promising findings for low TOLT students. Instructors can employ results from this study to help their students better utilize the online homework resources.

     

高校教师实施混合式教学问题与对策的质性研究

混合式教学作为传统教学与线上教学的结合,成为高等学校教育信息化改革的重要内容.本文从教师的角度出发,对多位开展混合式教学的高校教师进行深入访谈,发现高校教师实施混合式教学时存在以下问题:线上课程资源有待加强,难以有效满足教学需求;高校网络环境不够通畅,尚未完全支持教学实施;学生学习理念有待转变,混合式教学投入度不高;不...     

Introductory Biology Courses: A Framework To Support Active Learning in Large Enrollment Introductory Science Courses

Active learning and research-oriented activities have been increasingly used in smaller, specialized science courses. Application of this type of scientific teaching to large enrollment introductory courses has been, however, a major challenge. The general microbiology lecture/laboratory course described has been designed to incorporate published active-learning methods. Three major case studies are used as platforms for active learning. Themes from case studies are integrated into lectures and laboratory experiments, and in class and online discussions and assignments. Students are stimulated to apply facts to problem-solving and to learn research skills such as data analysis, writing, and working in teams. This course is feasible only because of its organizational framework that makes use of teaching teams (made up of faculty, graduate assistants, and undergraduate assistants) and Web-based technology. Technology is a mode of communication, but also a system of course management. The relevance of this model to other biology courses led to assessment and evaluation, including an analysis of student responses to the new course, class performance, a university course evaluation, and retention of course learning. The results are indicative of an increase in student engagement in research-oriented activities and an appreciation of real-world context by students.     

Learning online,offline, and in-between: comparing student academic outcomes and course satisfaction in face-to-face,online, and blended teaching modalities

The purpose of this study was to conduct a three-way comparison of face-to-face, online, and blended teaching modalities in an undergraduate Child Development course to determine if there were differences in student academic outcomes and course satisfaction across modalities. Student academic outcomes were measured by three examinations, one research paper assignment, and the overall course total grade. Course satisfaction was measured by administering the Student Opinion Questionnaire (SOQ) across the three teaching modalities and the Constructivist On-Line Learning Environment Survey (COLLES) to online and blended modalities. Results indicated that students performed equally well on all three examinations, research paper, and the overall course total grade across three teaching modalities, allaying traditional reservations about online and blended teaching efficacy. The SOQ and COLLES analysis found students from the three modalities were equally satisfied with their learning experiences. A Two-Factor Model identifying Face-to-Face Interaction and Learn on Demand (Flexibility) as factors determining student academic outcomes was proposed. Implications, limitations, and future research direction were discussed.