Comparing K-12 online and blended teaching competencies: a literature review

This article presents a synthesis of reports and research on K-12 blended teaching competencies compared with K-12 online teaching competencies. The skills needed to teach in online and blended environments are distinct from traditional teaching, but teacher education programs often do not equip preservice teachers for the new modes of instruction. Additionally, there is a dearth of research on blended teaching competencies. This review synthesizes 8 blended teaching documents and 10 online teaching documents. Seven global themes identified in both competency domains are (1) pedagogy, (2) management, (3) assessment, (4) technology, (5) instructional design, (6) dispositions, and (7) improvement. The top 20 blended teaching skills include flexibility and personalization, mastery-based learning, data usage and interpretation, learning management system usage, online discussion facilitation, and software management. The authors recommend that researchers collect more methodologically transparent data about blended teaching and that teacher education programs include the identified skills in curriculum.     

Continual Improvement of Online and Blended Teaching Using Relative Proximity Theory

This article applies Deming's Plan‐Do‐Study‐Act (PDSA) cycle of continual improvement to a course taught with both blended and online sections. It uses Relative Proximity Theory, an extension of the Theory of Transactional Distance, to measure the quality of online/blended learning as a function of the obstacles to a student's full engagement with a course. These obstacles can arise because of the student's transactions with fellow students, with the instructor, with the course content, or from the instructional technology used in the course. Using stepwise multiple regression, the most significant obstacles can be identified. Once the obstacles are known, strategies to reduce them are planned and implemented. Logistic regression is used to determine if the realized reductions are statistically significant and for setting the stage for further improvements.     

Course Management Systems and Blended Learning: An Innovative Learning Approach

This article utilizes Rogers ’ innovation‐decision process model (2003) and Beckman and Berry's innovation process model (2007) to create an innovative learning map that illustrates three learning methods (i.e., face‐to‐face learning, online learning, and blended learning) in two types of innovation (i.e., incremental innovation and radical innovation) that exhibits the behavior and dynamics on a two‐dimensional area of learning changes (i.e., change in learning model and change in technological infrastructure). The behavior and dynamics of face‐to‐face, online, and blended learning are depicted in the innovative learning map. Blended learning is identified as a radical innovative learning method in the innovative learning map. A course management system (CMS) is an information and communication technology (ICT) tool that can be used to facilitate and balance communication channel within a blended learning environment. Two propositions are proposed in this article: (1) CMS facilitates communication channel, enhances learning practice for learners and instructors, and is an enabler for blended learning; and (2) adopting CMS is suitable for blended learning practice. A case study to a college System Analysis and Design (SA&D) course reflects that the adoption of CMS in a blended learning environment is acceptable.     

Student Responsible Learning: Getting Students to Read Online Discussions

Designing courses for optimal level student learning is dependent upon student participation. This study examined one way to encourage further student participation in online discussions. Of specific importance was how to encourage students to read their student-colleagues' online discussion responses: not just a minimum number of responses but the majority of the responses. Results illustrate that the method utilized, Thematic Analysis, is effective in increasing reading rates among students. But possibly even more interesting are the students' reports that the use of this learning tool encouraged them to think critically and that their learning occurred primarily through many of the tenets of social constructivist theory. Furthermore, students reported enjoying this process of learning.     

Exploring the dimensions of electronic work integrated learning (eWIL)

Work integrated learning (WIL) is a strategic priority for universities aiming to enhance graduate employability in an increasingly competitive labor market. Technology could improve access to WIL as student numbers grows and augment learning outcomes as more work occurs within digital spaces. This systematic literature review examines findings of studies employing and evaluating electronic WIL (eWIL) initiatives to develop a typology that considers the functions of technology which both support (administratively) and deliver (pedagogically) eWIL experiences. As the first systematic literature review in this domain, this study extends the literature through improved understanding of the scope and subsequent conceptualization of eWIL. Specifically, eWIL is a broad concept subsuming two functions: delivery of instruction and administrative functions. This should be taken into account in any attempts to evaluate the implementation of eWIL.     

网络时代职业英语混合学习模式的构建与应用

职业英语教学由于受传统教学模式的影响,在教学内容、教学过程、教学方法等方面存在诸多问题,偏离了其应有的培养方向。混合学习理论在吸纳传统教学模式优势的基础上,通过引入网络学习,注重学习资源、学习环境以及学习理念等方面的融合,提升了学习效率,也符合职业英语教学的培养方向。     

混合培训模式在高校教育技术培训中的行动研究

通过应用混合学习原理在高校进行教育技术基本理论、基本技能培训的行动研究,探索和构建了适合教师教育技术培训的混合培训模式,使高校教师信息技术素养和教学能力得到发展,同时也验证了混合培训模式在高校教育技术培训中的可行性。     

Blended teacher professional development: A synthesis of three program evaluations

This study synthesized the findings of three program evaluations of teacher blended professional development programs from the perspective of situated design and implementation, development of community, changes in teacher practice, and impact on students. We found that the blended programs were effective in providing teachers with an opportunity for learning on the job and collaborating with other teachers, and they influenced teacher classroom practice moderately and affected student learning to a limited extent. Our study supports the contention that blended learning is a viable model for teacher professional development.     

构建学习型职工教育培训网络平台的研究与实践

由于职工教育培训具有学习时间不固定,专业差异、文化水平差异比较大等特点,传统的教育培训教学方法已不能满足需求,构建一个学习型职工教育培训网络平台对企事业单位人力资源健康发展、充分挖掘和利用有限的教育培训资源和全面提高职工教育培训质量都有着不可忽视的积极作用。本文针对职工教育培训的特点,先对基础信息进行分类编码,然后引入混合式学习思想,构建学习型职工教育培训网络平台,探索如何提高教育培训的有效性。     

Relationship between the personal learning environment and the educational level of unaccompanied foreign minors

The present research analyses the construction of the personal learning environment of unaccompanied foreign minors in relation to their educational level with the aim of improving learning flexibility. A sample of 600 unaccompanied foreign minors from the autonomous cities of Ceuta and Melilla, responded to a questionnaire comprised of 40 questions about their personal learning environments. Results suggest that younger minors make less use of their personal learning environment, which happens for all dimensions of the questionnaire, which are self-concept of the learning process, planning and learning management, use of resources and tools, and communication and social interaction. Teachers and educators have the important role of supporting minors and teaching them to manage their personal learning environment in order to make optimal use of it. These results are discussed in terms of recommendations for the Spanish educational system or any other context with similar characteristics.