This paper intends to problematise understandings of the ethnographer's presence in investigating contemporary forms of technologised learning. The ubiquity of new educational technologies raises questions concerning the spaces of education and learning, and challenges, at the same time, the sense of "being there" in terms of the face-to-face…

This paper reports on findings of a university focus group exploring blended learning in higher education. It first describes the findings regarding the amorphous definition of blended learning as well as whether and how universities might engage in the practice. This paper then explains the administrative, instructor, and student variables that…

The image of students passively absorbing information from an educator who is lecturing from behind a podium does not reflect the current scope and dimension of higher education. There are now tools of technology that can be used to create learning experiences to actively and meaningfully "pull" students into course content. The author…

The findings of this study support the argument made by many learner autonomy scholars that the road to autonomy is a process conditioned by each individual's zone of proximal development (ZPD) and that there are different degrees of autonomy. The description of behavioural patterns found from the experiment supports this notion. The findings show…

Joseph Campbell's Monomyth not only provides a well-proven pattern for successful storytelling, it may also help to guide teams and team leaders through the challenges of change and innovation processes. In project "HELD: Innovationsdramaturgie nach dem Heldenprinzip" researchers of the University of the Arts Berlin and the Berlin…

Over the past decade, 80 to 90 percent of courses at universities and colleges in the United States were delivered as "blended learning" courses. However, systematical research has rarely been done to identify the measureable impact and effectiveness of the design of blended learning on learning related outcomes. In this article, the…

Cloud-based computing in higher education has the potential to impact institutions on a myriad of fronts, including technology governance, flexibility, financial, and intellectual property. As the demand for blended and online education increases, institutions are considering expedient approaches to implementing learning management systems (LMSs).…

This is the 10th annual "Keeping Pace" report. "Keeping Pace" has several goals: (1) add to the body of knowledge about online education policy and practice, and make recommendations for advances; (2) serve as a reference source for information about programs and policies across the country, both for policymakers and…

This paper reports on a student-created and facilitated peer-tutoring activity to assist first-year students in preparing for their final exam in an introductory information technology course. Tutors at the CIS Sandbox, a collaborative learning lab at an American university, offered a series of "Crunch Sessions" to their peers. This…

This research sought to determine whether a blended information literacy learning and teaching intervention could statistically significantly enhance undergraduates' information discernment compared to standard face-to-face delivery. A mixture of face-to-face and online activities, including online social media learning, was used. Three…

This paper describes a flipped and improved first-year digital circuits (DC) course that incorporates several active learning strategies. With the primary objective of increasing student interest and learning, an integrated instructional design framework is proposed to provide first-year engineering and technology students with practical knowledge…

This study investigated, via quasi-experiments, the effects of problem-based learning with flipped classroom (FPBL) on the development of students' learning performance. In this study, 144 elementary school students were selected from sixth-grade sections taking a course titled "Production of Ebook," and were assigned into the following…

This research aimed to develop a model of a collaborative blended learning (CoBl) to develop learning achievement and thinking ability of undergraduate students in the Institute of Physical Education. The research is divided into three phases using the blended learning model via collaborative learning with thinking abilities approach as follows:…

Our study compared a flipped class with a standard lecture class in four introductory courses: finite mathematics, precalculus, business calculus, and calculus 1. The flipped sections watched video lectures outside of class and spent time in class actively working on problems. The traditional sections had lectures in class and did homework outside…

Flipped classrooms have the potential to improve student learning and metacognitive skills as a result of increased time for active learning and group work and student control over pacing, when compared with traditional lecture-based courses. We are currently running a 4-year controlled study to examine the impact of flipping an Introductory…