Consensus among stakeholders about success factors and indicators for quality of online and blended learning in adult education: a Delphi study

Quality models for online and blended learning (OBL) have mainly been developed in higher education. The literature indicates that these models are often conceptualised from the providers’ perspective. What is important for the quality of OBL from the students’ perspective has recently received increased attention in the literature. Consensus among stakeholders about students’ quality needs is useful to support dialogue between professionals to strategically adopt OBL and to ensure that the needs of students are met. This study aims to validate a quality instrument for OBL, taking a set of 74 quality indicators and analysing them in terms of seven success factors (credibility, accessibility, transparency, flexibility, interactivity, personalisation, productivity). The Delphi method was selected as most suited. Participants from adult education were asked to indicate on a 7-point Likert scale to what extent the indicators add to OBL quality to meet students’ needs. After four Delphi rounds, the participants agreed on definitions of success factors and 30 indicators. The results are useful for institutions, ministries of education and external quality assessment agencies to assess the quality of OBL and can support institutions to implement improvement actions to ensure that the needs of students are met.     

Competence-based blended learning in building automation: towards a EU curriculum in ‘Domotica’

A competence-based approach was applied to a blended learning on line distance training in the Euroinno EU project aimed at vocational training in building automation. The current paper describes the experience gathered during the learning process and the definition of the curriculum. A number of issues emerged during the sessions concerning regional differences among the various European partners involved in the learning. Refusal to accept e-learning approaches has been considerable among teachers and students in piloting building automation courses, and mainly related to four factors in the tradition of adult education: curriculum tradition, oral tradition, lack of confidence in technical solutions to educational matters and lack of experience with the media.     

影响高校混合式学习有效性的关键因素分析

国内混合式学习的研究主要关注于策略讨论和模式设计。而混合式学习类型的多样化限制了这些策略和模式在实践中的应用。从混合式学习的本质定义出发,检视基于大量实证研究上的元分析报告,辨析出包括教学和技术在内的影响混合式学习有效性的关键因素,对指导各种混合式学习具有重要的意义。     

浅谈“互联网+”背景下开放教育中的英语混合式教学模式的探究

“互联网+”的背景下,开放教育的各教学环节正逐渐向信息化发展,教学环境也出现了剧烈的变化。在这样的背景下,大学本科的教学过程逐渐过渡到了传统教育模式和现代信息化共存的局面,要想进一步开展有效的英语教学,就需要采用自主学习和学生之间协作学习相结合的混合教学模式,以确保学习的有效性。在“互联网+”的背景下,综合应用多种教学模式,进行混合式的教学过程,例如利用微课、慕课和翻转课堂等方式进行教学,可以有效地实现混合式的英语教学过程,在提高学生自主学习能力的同时,强化学生之间的协作学习内容,进而能够获得更好的英语课堂教学效果,有着重要的现实意义。     

混合式教学模式下学生自主学习能力发展策略研究

随着教育改革的不断深入,教育理念和教学方式发生了很大的变化,变化来自国家的重视和教育实施主体的积极参与。在教育过程中开展线上线下混合式教学是对传统教学方式的突破和创新,教学过程注重学生能力培养,混合式教学模式对于激发学生学习兴趣、提升学生自主学习、培养学生学习能力有着重要的现实意义。     

混合学习环境中知识持续共享的影响因素、作用机制及提升策略

个人知识的持续共享是集体智慧不断生成的重要途径,研究混合式学习环境中知识持续共享对于提升混合式学习效果具有重要意义.文章依据期望确认模型及自我决定理论构建了假设模型,通过问卷调查对研究假设进行了验证.研究发现,期望确认、满意度、归属需求、感知有用性、自主性需求是影响学生进行知识持续共享的因素,其中满意度是知识持续共享机...     

体育院校"混合教学"模式研究

通过调查法、专家访谈法、文献资料法和统计分析等多种方法,对体育院校实施"混合教学"进行了研究。这里的混合教学不是传统意义上的Blending learning,而是针对体育院校自身生源的特点和教师现有的综合信息素养能力,从教学媒体、教学方法和教学环节3个方面论证混合教学模式的实施办法,并就我院混合教学模式下多媒体教学的几个问题进行了探讨。     

Academic librarian's transition to blended librarianship: a phenomenology of selected academic librarians in Zimbabwe

This paper explores the shared experiences of practices of blended librarianship among Zimbabwean academic librarians to identify how adequately they comply with their dynamic roles and functions. The paper relies on the theoretical constructs from Bell and Shank's (2004, 2007) blended librarianship and Lave and Wenger's (1991) Legitimate Peripheral Participation (LPP) to understand how Zimbabwean academic librarians practice blended librarianship in the workplace through engagement in legitimate work tasks. The investigators used phenomenology to explore academic librarians' experiences of blended librarianship. They selected a sample of 101 academic librarians and delivered a semi-structured questionnaire to the sample, conducted document research and interviewed key informants from the sample. The researchers collected data from the Bindura University of Science Education, Chinhoyi University of Technology, Lupane State University, Midlands State University, the National University of Science and Technology, and PHSBL80 Library which chose to be undisclosed. Each institution adopted blended librarianship in its way. Four (4) different categories of blended librarianship emerged from the experiences; that is “transcending blended librarians”, “partially blended librarians”, “intermittent blended librarians” and “aspiring blended librarians”, displaying each institution's level of instructional technology and instructional design roles. The study proposes that the “Academic librarian's transition to blended librarianship” two-by-two matrix that developed was in this inquiry needs further refinement. Further enquiries may test the matrix within the same sites or other locales altogether to corroborate if the results are replicable.     

论教师在大学英语混合式学习中的主导作用

随着教育信息化的发展,混合式学习模式开始广泛应用教育教学中。混合式模式作为新型学习模式,对教师的素质和能力提出了更高的要求。教师需要在教学组织过程中发挥引导,启发,监督教学过程的主导作用。本文将通过对混合式学习模式理论的探讨,对教师在大学英语混合式学习模式的主导作用进行分析。     

Academic workload: the silent barrier to the implementation of technology-enhanced learning strategies in higher education

The effect of technology-enhanced learning (TEL) strategies in higher education has arguably been transformative despite the not-insignificant barriers existing in this context. Throughout the discourse very little attention has been paid to those primarily responsible for this implementation—academic teaching staff. This paper aims to highlight the impact of academic workload allocations, an often silent barrier to the uptake of TEL strategies in higher education. We will discuss the effects of academic identity and culture, preferential time allocation to associative activities, academic technological capacity, university policies and workload and funding models on the uptake, and implementation on TEL in higher education. Our aim is to highlight the risks to staff, students and institutions should these concerns not be addressed and to propose a model for utilisation by all staff responsible for implementing flexible workload models supportive of further implementation of TEL strategies across the sector.