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Showing 1 to 15 of 48 results Save | Export
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Chen, Li-Ling – International Journal of Educational Methodology, 2022
There are pedagogical challenges for the ideal balance of online community building and interaction among students and instructors for HyFlex learning. One of the challenges focuses on how instructors can effectively select and design an online discussion modality to promote positive, vigorous, and encouraging online asynchronous discussion to…
Descriptors: Discussion, Computer Mediated Communication, Blended Learning, Student Satisfaction
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Marianne Grace Araneta; Marica Liotino; Taiwo Isaac Olatunji; Monica Fedeli – Innovations in Education and Teaching International, 2025
Opportunities and concerns regarding the use of Massive Open Online Courses (MOOCs) in higher education have evolved along with them. A concern is how their use could support the higher-order learning appropriate for higher education. Grounded in the conversational framework, this case study explored how reflective practice could be fostered in a…
Descriptors: MOOCs, Blended Learning, Teaching Methods, Higher Education
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Fabian Alexander Müller; Torsten Wulf – Journal of Management Education, 2024
The extant literature indicates that blended learning leads to better outcomes compared to traditional lectures in management education. However, the working memory, which processes all incoming information, can be assumed to already work at capacity in traditional lectures. As blended environments cannot extend this capacity, they can only…
Descriptors: Management Development, Cognitive Ability, Blended Learning, Technology Integration
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Wieland, Patience; del Pino Kloques, David – International Journal on E-Learning, 2022
The LODEStone model is an emerging design model for consulting on organizational, department or team level challenges for specialized learners. LODEStone evolved from the iterative design of OCTBR, a course development tool created at an academic health science center (AHSC). OCTBR's purpose is to help create better blended and online learning…
Descriptors: Instructional Design, Models, Allied Health Occupations Education, Curriculum Development
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Hoffmann, Darren S.; Kearns, Katherine; Bovenmyer, Karen M.; Cumming, W. F. Preston; Drane, Leslie E.; Gonin, Madeleine; Kelly, Lisa; Rohde, Lisa; Tabassum, Shawana; Blay, Riley – Teaching & Learning Inquiry, 2021
In this study, graduate students and postdoctoral scholars participated in a hybrid, multi-institutional workshop series about course design. Trainees developed college courses based on their research expertise, posting works-in-progress to a shared, online drive for peer review and collaboration. Learners also met weekly with local facilitators…
Descriptors: Graduate Students, Postdoctoral Education, Blended Learning, Intercollegiate Cooperation
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Hatcher, John W., III; King-Corken, Angela; DeVaney, Thomas – International Association for Development of the Information Society, 2022
This research study explores nuances to instructional delivery models beyond the COVID-19 pandemic. A case study that examines the redesign and reimagining of a graduate course to fit the diverse needs and preferences of students. This research was intended to provide insight into the possibilities of redesigning and reimagining graduate level…
Descriptors: In Person Learning, Blended Learning, Online Courses, Instructional Development
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Koh, Joyce Hwee Ling; Scott, Nikki; Lucas, Angela; Kataoka, Minako; MacDonell, Sue – New Zealand Journal of Educational Studies, 2022
This study examines considerations that are required for successful implementation of flipped learning by tracing how lecturers in a university postgraduate dietetic programme designed and executed flipped learning across an academic year. Inductive analysis of lecturers' lesson design rationalisation, student learning artefacts and feedback was…
Descriptors: Blended Learning, Teaching Methods, Graduate Students, Dietetics
Thorne, Dionne McMillian – ProQuest LLC, 2022
Higher education institutions' growth in online course offerings has led faculty to designers-by-assignment (DBAs). Faculty DBA are tasked with designing online courses without foundational instructional design knowledge, skills, or institution-provided instructional design support. Data were collected using semi-structured interviews using Zoom.…
Descriptors: Online Courses, Instructional Design, College Faculty, Pedagogical Content Knowledge
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Leslie Sherwood – CATESOL Journal, 2023
This reflective essay discusses my experience over one year during the COVID-19 global pandemic. I analyze my experiences teaching and my observations of students, concluding that the affordances of blended learning can be useful for engaging multilingual students, and that such engagement allows for more time for formative feedback for students.…
Descriptors: English (Second Language), Second Language Instruction, Multilingualism, Foreign Students
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Yang, Tingting; Luo, Heng; Sun, Di – Active Learning in Higher Education, 2022
Discussion has been widely used in courses, both online and otherwise, as it provides opportunities for students to construct knowledge through interaction with peers and instructors. Grouping students is a prominent strategy in the use of discussion. However, simply dividing students cannot guarantee active participation and high learning…
Descriptors: Discussion (Teaching Technique), Group Dynamics, Computer Mediated Communication, Student Participation
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Chernosky, Jeff; Ausburn, Jerry; Curtis, Rebecca – Journal of Continuing Higher Education, 2021
The global economy's dependency upon engineers is exacerbated by a lack of qualified engineers. Most engineering students fail to complete the credential. According to the American Society for Engineering Education (2018), the high dropout rate has been correlated to satisfaction with the learning experience. Investigation of an international…
Descriptors: Graduate Students, Student Satisfaction, Student Centered Learning, Engineering Education
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Calderon, Orly; Sood, Charu – Interactive Learning Environments, 2020
Use of learning management systems is prevalent across the continuum of education formats (online, blended, face-to-face). Specific asynchronous tools such as the discussion board are effective for student-instructor and student-student communication [Calderon, Ginsberg, and Ciabocchi (2012); Jorczak, R. L., & Dupuis, D. N. (2014). Differences…
Descriptors: Outcomes of Education, Asynchronous Communication, Computer Mediated Communication, Group Discussion
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Park, Yun Claire – Journal of Educational Technology Systems, 2022
The discrepancy between students' understanding of domain knowledge and their actual competencies to use tacit knowledge for a given task has been an issue to consider when instruction is designed, implemented, and revised. In this study, the researcher examines teaching and learning processes in which a Problem-Based Learning (PBL) design model…
Descriptors: Learning Experience, Problem Based Learning, Teaching Methods, Instructional Design
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Chang, Heejin; Windeatt, Scott – International Journal of Mobile and Blended Learning, 2021
This study explores the use of a Moodle-based electronic textbook (e-textbook) created for an on-campus intensive academic writing course. The role of the e-textbook in facilitating collaborative writing practice and developing academic digital literacy skills as part of a blended learning approach is investigated. The study involved 83 students…
Descriptors: Electronic Publishing, Textbooks, Textbook Content, Instructional Design
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Peter, Johannes; Leichner, Nikolas; Mayer, Anne-Kathrin; Krampen, Günter – Studies in Higher Education, 2017
This paper presents an approach to information literacy instruction in colleges and universities that combines online and classroom learning (Blended Learning). The concept includes only one classroom seminar, so the approach presented here can replace existing one-shot sessions at colleges and universities without changes to the current workflow.…
Descriptors: Information Literacy, Blended Learning, Instructional Design, Foreign Countries
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