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Karen Sutherland; Ginna Brock; Margarietha. J. de Villiers Scheepers; Prudence M. Millear; Sherelle Norman; Tim Strohfeldt; Terri Downer; Nicole Masters; Alison. L. Black – Journal of Computing in Higher Education, 2024
Blended Learning (BL) as a pedagogical approach has increased in significance during the COVID-19 pandemic, with blended and online learning environments becoming the new digital norm for higher educational institutions around the globe. While BL has been discussed in the literature for thirty years, a common approach has been to categorise…
Descriptors: Blended Learning, COVID-19, Pandemics, Online Courses
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Reich, Ann; Rooney, Donna; Lizier, Amanda L. – International Journal of Training Research, 2021
Technology-enhanced learning and blended learning delivery have been growing in popularity in vocational education and training contexts. Different technology integration frameworks have been developed to assess the extent and nature of this technology integration for learning, using frameworks primarily developed in school and higher education…
Descriptors: Educational Technology, Technology Uses in Education, Vocational Education, Technology Integration
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McKenzie, Sophie; Hains-Wesson, Rachael; Bangay, Shaun; Bowtell, Greg – Studies in Higher Education, 2022
Blended learning is often viewed as a teaching mode that integrates a combination of online interactive activities with face-to-face learnings. This includes a mixture of different types of teaching and learning techniques, and Information and Communication Technologies (ICT) tools. In this study, we undertook an experiment to ascertain what…
Descriptors: Team Teaching, Blended Learning, Teacher Role, Information Technology
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Fleischmann, Katja – Arts and Humanities in Higher Education: An International Journal of Theory, Research and Practice, 2020
At its heart, design is a studio-based discipline, which makes it difficult for design educators to adopt technology-driven changes into an online teaching and learning environment. Globally, few universities offer online undergraduate degree design courses, despite an overall growth in online higher degree curricula. Anecdotal evidence and…
Descriptors: Electronic Learning, Design, Blended Learning, Student Attitudes
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Burkhart, Sarah; Craven, Dana – Education Sciences, 2020
Nutrition and dietetic (N&D) education is traditionally taught didactically; however, the flipped classroom approach (FCA) is an emerging pedagogical approach in this discipline. Technological tools providing cognitive support enhance learning, particularly when students are engaged. In N&D education, students have reported the FCA as…
Descriptors: Blended Learning, Nutrition Instruction, Undergraduate Students, Student Attitudes
Hume, Sheila; Griffin, Tabatha; Andrahannadi, Upekha – National Centre for Vocational Education Research (NCVER), 2023
There has been much previous research on the use of online delivery in the vocational education and training (VET) and higher education (HE) sectors. Table 1 of this document summarizes the key findings and other points of interest from research published between 2017 and 2022. [For the full research report, see ED628926.]
Descriptors: Teacher Effectiveness, Teaching Methods, Vocational Education, Academic Support Services
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Anderson, Alan; Northcote, Maria – Australian Journal of Music Education, 2018
Technological advances in digital video and videoconference technology around the early 2000s led a number of researchers to investigate the practicalities of using videoconferencing technology for instrumental music teaching in online and blended learning contexts. Technical and instructional strategies were developed and recommendations made…
Descriptors: Videoconferencing, Teaching Methods, Music Education, Blended Learning
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Zhu, Meina; Bonk, Curtis J. – Online Learning, 2019
This study investigated the design and delivery of MOOCs to facilitate student self-monitoring for self-directed learning (SDL) using mixed methods. The data sources of this study included an online survey with 198 complete respondents, semistructured interviews with 22 MOOC instructors, and document analysis of 22 MOOCs. Study results indicated…
Descriptors: Instructional Design, Online Courses, Self Management, Teacher Attitudes
OECD Publishing, 2021
The higher education experience was markedly different than usual for those enrolling during the COVID-19 pandemic. Higher education institutions of all kinds found their instructional methods profoundly disrupted by the closure of their physical campuses, and the crisis exposed the urgent need for policy makers and institutional leaders to adjust…
Descriptors: Higher Education, COVID-19, Pandemics, School Closing
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Best, Marnie; MacGregor, Denise – International Journal of Technology and Design Education, 2017
Technology-mediated teaching and learning enables access to educational opportunities, irrespective of locality, ruruality or remoteness. The design, development and delivery of technology enhanced learning in pre-service teacher education programs is therefore gaining momentum, both in Australia and internationally. Much research regarding…
Descriptors: Preservice Teachers, Foreign Countries, Technology Integration, Information Technology
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Marshalsey, Lorraine; Sclater, Madeleine – Research in Comparative and International Education, 2018
This paper investigates the widespread integration of technology-enhanced learning (TEL) within specialist Communication Design studio education in the UK and Australia. The impetus for this paper has grown from the challenges facing day-to-day design studio education and the recognition that the use of technology in higher education today has…
Descriptors: Design, Specialists, Technology Integration, Teaching Methods
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Tuapawa, Kimberley – International Journal of Web-Based Learning and Teaching Technologies, 2017
This research made a phenomenological interpretation of key stakeholders' experiences with educational online technologies (EOT), to determine their present EOT needs and challenges and provide a basis from which to propose methods for effective EOT support. It analysed the EOT experiences of 10 students and 10 teachers from New Zealand and…
Descriptors: Phenomenology, Blended Learning, Educational Technology, Technology Uses in Education
Jones, Anthony – Australian Association for Research in Education, 2016
This paper aims to clarify certain causes of the apparent reluctance of some classroom teachers to assist students to learn through the use computers. The main emphasis will be on primary school teaching, but it will be argued that the same, or similar, issues affect teachers at secondary and tertiary levels. It should be noted that the focus is…
Descriptors: Educational Technology, Technology Uses in Education, Technology Integration, Teacher Attitudes
Lane, Jenny; Carl, Arend E.; Strydom, Sonja – Australian Association for Research in Education, 2015
Initial teacher education programs have been charged with failing to keep pace with the the use of technology in the workplace by not modelling technology-rich pedagogy to pre-service teachers. This paper aims to inform the development of contemporary models of learning design in initial teacher education, which focus on pedagogical processes…
Descriptors: Foreign Countries, Technology Integration, Preservice Teacher Education, Preservice Teachers
Brown, Malcolm; McCormack, Mark; Reeves, Jamie; Brooks, D. Christopher; Grajek, Susan – EDUCAUSE, 2020
In assuming ownership of the Horizon Report, EDUCAUSE recognized the challenges of anticipating the future. The authors have, in this first major revision of the report's methodology, structure, and content, striven to break the mold of the classic Horizon Report without losing its essential purpose. The report begins with a scan of the current…
Descriptors: Higher Education, Educational Technology, Technology Integration, Technology Uses in Education
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