blended learning Implementing and Evaluating a Blended Learning Format in the Communication Internship Course By Published On :: 2015-09-07 The use of blended learning is well suited for classes that involve a high level of experiential inquiry such as internship courses. These courses allow students to combine applied, face-to-face fieldwork activities with a reflective academic component delivered online. Therefore, the purpose of this article is to describe the pedagogical design and implementation of a pilot blended learning format internship course. After implementation, the pilot class was assessed. Results of the survey and focus group revealed high levels of student satisfaction in the areas of course structure, faculty-student interaction, and application of theory to the “real-world” experience undertaken by students during the internship. Lower levels of satisfaction with the course’s academic rigor and a sense of community were also reported. Notably, students with experience in blended learning expressed lower levels of overall satisfaction, but reported higher levels of satisfaction with the course’s rigor and sense of community. The paper concludes by offering implications for instructors seeking to implement blended learning approaches. Full Article
blended learning Digital Literacy in Higher Education: A Case Study of Student Engagement with E-Tutorials Using Blended Learning By Published On :: 2019-01-28 Aim/Purpose: This paper reports on a case study project which had three goals; to develop a suite of original interactive digital skills e-tutorials to be embedded in undergraduate and postgraduate courses; to evaluate the students’ experience and engagement with the e-tutorials over one semester; and to explore their general attitudes towards online and blended learning. Background: Online and blended learning modes continue to grow in popularity in higher education, with the aim of streamlining and enhancing student learning, supporting collaboration and creativity, and equipping students with the skills they will require to work and live in an increasingly digitized world. This practice-based case study highlights factors which positively and negatively affect user engagement with digital learning objects and explores students’ perceptions of the role of online learning within their academic programs. Methodology: A suite of nine interactive e-tutorials, addressing essential digital literacy skills for university students, was developed through instructor and student peer collaboration using Articulate software, informed by best practice. The e-tutorials were embedded in the institutional Learning Management System for three undergraduate and postgraduate courses, in which digital literacy formed the core learning content, to complement classroom-based learning. Students in these courses were surveyed via SurveyMonkey about their specific experience of using the e-tutorials, as well as their general perceptions of digital literacy and online learning. Eighty-six students in total completed the questionnaire, which consisted of twenty-three closed- and open-ended questions. Contribution: Through highlighting both the positive and the challenging aspects of the students’ reported experience of online learning, this case study contributes useful insights to the body of literature on user engagement with digital learning objects in higher education, as well as students’ perceptions and experience of blended learning. Findings: The e-tutorials were perceived as valuable in reinforcing classroom learning, allowing respondents to revise concepts and materials covered in face-to-face classes, at their own pace and in their own time. Survey responses showed that the accessibility, ease-of-use, design and duration of the e-tutorials were deemed effective in terms of user engagement; however, several technological challenges were identified, such as browser incompatibility, uneven sound quality and general Internet connection issues, which disrupted their learning. Overall, students expressed enjoyment of the learning facilitated by the e-tutorials; however, rather than favoring online learning alone, they expressed a preference for a blended learning environment, with a combination of complementary learning approaches; survey respondents did not generally wish to forego face-to-face classes entirely. Recommendations for Practitioners: Instructors should seek to strategically embed interactive digital learning objects in their courses at defined points of need in a logical structure, e.g., to reinforce classroom-based learning, or to support specific skill development. Potential disruption to learning should be minimized by following best practice guidelines to ensure ease of access, a seamless user experience, and timely feedback, as well as providing adequate support for rapid resolution of technical glitches. Recommendation for Researchers: E-tutorials offer a useful means of exploring ways in which students acquire learning in the digital environment. A wider, collaborative exploration is needed to provide comparative studies which move beyond case studies. Impact on Society: Online learning mechanisms, such as e-tutorials, offer students different means of acquiring essential literacy skills and different ways to interact with content. E-tutorials constitute reusable learning objects, which can be accessed as just-in-time delivery modes, when students perceive they need to review particular skills or reinforce learning material. Future Research: This research is now expanding into different types of reusable learning objects. E-tutorials may be developed in multiple ways, and comparative research around e-tutorial models will deepen our understanding of how students interact with content in formal learning contexts. As the digital educational landscape continues to expand alongside traditional face-to-face and analogue learning modes, a key research focus will be student and instructor perceptions and experience of blended learning in different contexts. Full Article
blended learning Engaging Student Teachers in Peer Learning via a Blended Learning Environment By Published On :: Full Article
blended learning Technology Enhanced Learning: Utilizing a Virtual Learning Environment to Facilitate Blended Learning By Published On :: Full Article
blended learning Transforming a First-year Accounting Course Using a Blended Learning Pathway By Published On :: 2019-06-07 Aim/Purpose: Blended learning can transform students experience and learning in higher education. Although the literature extensively explores benefits of blended learning, limited research exists to provide a detailed design principle for implementing instructional activities in blended courses and its usage as tool to influence learning outcomes for second language first year accounting learners. Background: The objective of this study is to find out how the learning experience of students was impacted and by designing and implementing blended learning and connectivity between online and face-to-face learning. This paper reviews the challenges and benefits of blended learning and highlights teachers’ and students’ perceptions on the impact of the connectivity of online and face-to-face activities on students’ learning. Methodology: Data was collected from students enrolled in the course using an open-ended questionnaire. There were 220 respondents, representing a response rate of 65%. Data was extracted from the online learning data and grade center. Teachers’ experiences and observations were also noted. The survey results were analyzed using content analysis. Contribution: Research focusing on blended learning design and implementation is limited, and there is no one size fits all when it comes to blended learning. Consequently, this paper contributes to the discussion by highlighting how second language, first-year accounting students benefit from blended learning and the connectivity between online and face-to-face activities. Increased flexibility for learners appears to be one of the most cited rationale for the combination of traditional with online instructional methods, however, this study evaluates blended learning as a tool for transforming the learning experience of second language, first year accounting students. Findings: Findings show that students benefit from blended learning, and connectivity between online and in-class activities allows students to exploit the advantages of both online and face-to-face learning. Students can see the relevance of what they are doing online and how that contributes to their in-class activities and, hence, are motivated to complete the activities. Recommendations for Practitioners: Educators should use a well-designed blended learning pathway to empower students to be in charge of their learning. Placing materials online creates more and better opportunities for engaging students in class. Institutional support is important when implementing blended learning. Recommendations for Researchers: There is a need for more studies on blended learning design and implementation. Future researchers may carry out more studies on how blended learning design affects student engagement and learning for second language learners in other courses. Impact on Society: A blended learning pathway would greatly benefit second language learners to learn better and empower them to be more independent as a self-directed learner who is able to utilize their time wisely. Community of practice is an excellent platform to encourage teaching teams to work together and create innovative teaching and assessment materials. Future Research: Future studies may carry out the study using other methods for example quantitative surveys and interviews to get a deeper understanding of both students and teachers’ perceptions and experiences. Full Article
blended learning A CSCL Approach to Blended Learning in the Integration of Technology in Teaching By Published On :: Full Article
blended learning UTAUT Model for Blended Learning: The Role of Gender and Age in the Intention to Use Webinars By Published On :: Full Article
blended learning Blended Learning and Career and Technology Education - Part I: The Definition By careertechtesting.blogspot.com Published On :: Wed, 23 Mar 2016 17:50:00 +0000 In this four-part series, I’ll define blended learning, discuss the models of blended learning, the implications for career and technical education, and how the Curriculum, Assessment, and Digital Delivery (CADD) areas of the Oklahoma Department of Career and Technology Education can assist in the implementation of blended learning. Technology has created a personalized access to the world where we can connect and learn… where we can create and share. Almost every aspect of our lives have been changed by technology, except... education. Over the last few years, I’ve entered into blended learning discussions with various people, including educators, and I’m always surprised at their perception of blended learning. Many believe blended learning occurs when any type of computer-based learning takes place within the classroom. In many instances, I would define what is occurring as technology-rich instruction, but there is a difference. Blended learning is the combination of online learning and brick and mortar schools with teachers who enable students to learn at their own pace. Why is this important? Because many students learn in different ways and this allows each student to optimize their learning. Quite simply, the purpose of blended learning is to take the best of traditional education and blend it with the power of online learning which allows for a more personalized and interactive learning experience. Each teacher has the opportunity to review data, in the moment, and determine where the student is at and to form instruction for the next period or the next day. Blended learning also puts the student in charge of their own learning which, to me, is a very valuable lesson in itself. According to the Clayton Christensen Institute for Disruptive Education, blended learning “goes beyond one-to-one computers and high-tech gadgets. Blended learning involves leveraging the Internet to afford each student a more personalized learning experience, including increased student control over the time, place, path, and/or pace of learning. The definition of blended learning is a formal education program in which a student learns: at least in part through online learning, with some element of student control over time, place, path, and/or pace; at least in part in a supervised brick-and-mortar location away from home; and the modalities along each student’s learning path within a course or subject are connected to provide an integrated learning experience.” See more at: http://www.christenseninstitute.org/blended-learning/#sthash.AWqDXtoh.dpuf The key difference between blended learning and other forms of education is on its emphasis on personalized learning. The International Association for Online Learning (iNACOL) defines personalized learning as, “Tailoring learning for each student’s strengths, needs and interests–including enabling student voice and choice in what, how, when and where they learn–to provide flexibility and supports to ensure mastery of the highest standards possible.” As you can see, the two definitions overlap, but blending learning adds online learning and leveraging the internet to personalize an individual’s learning experience. Next- Blended Learning and Career and Technology Education - Part II: Blended Learning Models Full Article Blended Learning CareerTechEd CareerTechTesting Center CIMC CTE CTE Education ctYOUniverse Education Instruction Technology
blended learning Blended Learning and Career and Technology Education - Part II: Blended Learning Models By careertechtesting.blogspot.com Published On :: Thu, 24 Mar 2016 17:36:00 +0000 In this four-part series, I’ll define blended learning, discuss the models of blended learning, the implications for career and technical education, and how the Curriculum, Assessment, and Digital Delivery (CADD) areas of the Oklahoma Department of Career and Technology Education can assist in the implementation of blended learning. As I mentioned in the first post in this series, technology has created a personalized access to the world where we can connect and learn… where we can create and share. Almost every aspect of our lives have been changed by technology, except... education. I believe blended learning can have a profound effect upon career and technology education in many instructional ways which will be discussed in the next post. There are certain elements of blended learning that already occur in CTE and some may be doing an excellent job as I write this, but I’m not aware of research that helps decide if one model works better with any certain occupational area (if you know of any research in this area, PLEASE SHARE!!). The Clayton Christensen Institute for Disruptive Education defines blended learning as “a formal education program in which the student learns: (1) at least in part through online learning, with some element of student control over time, place, path, and/or pace; (2) at least in part in a supervised brick-and-mortar location away from home; (3) and the modalities along each student’s learning path within a course or subject are connected to provide an integrated learning experience.” The Models — The majority of blended-learning programs resemble one of four models: Rotation, Flex, A La Carte, and Enriched Virtual. The Rotation model includes four sub-models: Station Rotation, Lab Rotation, Flipped Classroom, and Individual Rotation. 1. Rotation model — a course or subject in which students rotate on a fixed schedule or at the teacher’s discretion between learning modalities, at least one of which is online learning. Other modalities might include activities such as small-group or full-class instruction, group projects, individual tutoring, and pencil-and-paper assignments. The students learn mostly on the brick-and-mortar campus, except for any homework assignments. a. Station Rotation — a course or subject in which students experience the Rotation model within a contained classroom or group of classrooms. The Station Rotation model differs from the Individual Rotation model because students rotate through all of the stations, not only those on their custom schedules. b. Lab Rotation – a course or subject in which students rotate to a computer lab for the online-learning station. c. Flipped Classroom – a course or subject in which students participate in online learning off-site in place of traditional homework and then attend the brick-and-mortar school for face-to-face, teacher-guided practice or projects. The primary delivery of content and instruction is online, which differentiates a Flipped Classroom from students who are merely doing homework practice online at night. d. Individual Rotation – a course or subject in which each student has an individualized playlist and does not necessarily rotate to each available station or modality. An algorithm or teacher(s) sets individual student schedules. 2. Flex model — a course or subject in which online learning is the backbone of student learning, even if it directs students to offline activities at times. Students move on an individually customized, fluid schedule among learning modalities. The teacher of record is on-site, and students learn mostly on the brick-and-mortar campus, except for any homework assignments. The teacher of record or other adults provide face-to-face support on a flexible and adaptive as-needed basis through activities such as small-group instruction, group projects, and individual tutoring. Some implementations have substantial face-to-face support, whereas others have minimal support. For example, some Flex models may have face-to-face certified teachers who supplement the online learning on a daily basis, whereas others may provide little face-to-face enrichment. Still others may have different staffing combinations. These variations are useful modifiers to describe a particular Flex model. 3. A La Carte model — a course that a student takes entirely online to accompany other experiences that the student is having at a brick-and-mortar school or learning center. The teacher of record for the A La Carte course is the online teacher. Students may take the A La Carte course either on the brick-and-mortar campus or off-site. This differs from full-time online learning because it is not a whole-school experience. Students take some courses A La Carte and others face-to-face at a brick-and-mortar campus. 4. Enriched Virtual model — a course or subject in which students have required face-to-face learning sessions with their teacher of record and then are free to complete their remaining coursework remote from the face-to-face teacher. Online learning is the backbone of student learning when the students are located remotely. The same person generally serves as both the online and face-to-face teacher. Many Enriched Virtual programs began as full-time online schools and then developed blended programs to provide students with brick-and-mortar school experiences. The Enriched Virtual model differs from the Flipped Classroom because in Enriched Virtual programs, students seldom meet face-to-face with their teachers every weekday. It differs from a fully online course because face-to-face learning sessions are more than optional office hours or social events; they are required. - See more at: http://www.christenseninstitute.org/blended-learning-definitions-and-models/#sthash.NCQBMOAF.dpuf Next- Blended Learning and Career and Technology Education - Part III: Blended Learning Implications for CTE Full Article Blended Learning CareerTech Testing Center CareerTechEd CIMC ctYOUniverse Education Instruction Online Learning
blended learning Blended Learning and Career and Technology Education - Part III: Implications for Career and Technical Education By careertechtesting.blogspot.com Published On :: Mon, 02 May 2016 19:44:00 +0000 In this four-part series, I’ll define blended learning, discuss the models of blended learning, the implications for career and technical education, and how the Curriculum, Assessment, and Digital Delivery (CADD) areas of the Oklahoma Department of Career and Technology Education can assist in the implementation of blended learning. Here are several ways that blended learning can have a profound effect upon career and technology education: Personalized instruction – Blended learning allows for a more personalized and interactive learning experience by putting the student in charge of their own learning. Taking the best of traditional education and blending it with the power of online learning will provide the teacher an opportunity to review data, in the moment, determine where the student is at and to form instruction for the next period or the next day. Increased monitoring – The use of a student information, assessment, and gradebook systems that link to the LMS provides instant feedback on assignments and assessments. This allows the instructor to spend time reviewing student data, adjust instruction, and provide additional classroom or individual instruction. Open entry/Open exit – Blended learning fits nicely with competency-based learning and the concept of open entry/open exit. Personalized instruction and increased monitoring will allow the instructor to more accurately determine when tasks and competencies are achieved. Increased enrollments – Depending on the blended learning model and the CTE program being offered, enrollments could potentially be increased. Increased performance gains – “The Rise of K–12 Blended Learning - Profiles of emerging models” by Heather Staker profiles 40 educational entities. Not every school reported gains and some thought it was too early to verify results, but many posted positive gains when compared to the traditional classrooms within the same district. For example: “School of One - Students in summer 2009 acquired new math skills at a rate estimated to be seven times faster than peers. Students in spring 2010 showed gains that, when annualized, would equate to 1/2 to 2/3 of an additional year of gain. Students in spring 2010 showed significant gains across all academic quartiles.” Other potential benefits from this study include increased retention rates, an increase in teacher/parent contacts, increased course completion rates, a strengthening of curriculum offerings, and lower instructional costs. As you can see, blended learning can have the potential to benefit the student, the instructor, and the parents in a careertech setting. Again, I’m not aware of any research that helps decide if one model works better with any certain occupational area (if you know of any research in this area, PLEASE SHARE!!). Full Article Blended Learning CareerTechEd CTE CTE Education Education Instruction Online Learning Technology
blended learning Blended Learning and Career and Technology Education - Part IV: Implementing Blended Learning With Resources from the Oklahoma Department of Career and Technology Education By careertechtesting.blogspot.com Published On :: Tue, 07 Jun 2016 17:02:00 +0000 In this four-part series, I’ll define blended learning, discuss the models of blended learning, the implications for career and technical education, and how the Curriculum, Assessment, and Digital Delivery (CADD) areas of the Oklahoma Department of Career and Technology Education can assist in the implementation of blended learning. Photo courtesy of the Clayton Christensen Institute Blended learning is a shift to an online instructional delivery for a portion of the day to make students, teachers, and schools more productive, both academically and financially. We all know there’s no single right approach to building the “perfect” model for blended learning as communities have different resources, classrooms, computers, schedules, and many other unique needs. A school doesn’t always have the resources or the expertise to select and purchase a learning management system (LMS), design lessons, or write assessments, but there are available resources. Did you know that the Curriculum, Assessment, and Digital Delivery areas of the Oklahoma Department of Career and Technology Education can assist in the implementation of blended learning? The National Technology Plan acknowledges the challenges of raising college and career-ready standards without a significant investment of new funding so check out our online catalog and search the following links for additional information and see how we can assist you in blending digital and teacher led instruction to personalize learning for each student. CIMC CareerTech Testing Center ctYouniverse Full Article assessment Blended Learning CareerTech Testing Center CareerTechEd CIMC CTE ctYOUniverse Curriculum Education Instruction Leadership ODCTE Online Learning Skills Standards Study Guides Technology
blended learning Rhode Island to Promote Blended Learning Through Nonprofit Partnership By blogs.edweek.org Published On :: Fri, 08 Aug 2014 00:00:00 +0000 The Rhode Island Department of Education and the nonprofit Learning Accelerator are teaming to develop a strategic plan and a communications strategy aimed at expanding blended learning. Full Article Rhode_Island
blended learning States Must Change, Too For Blended Learning By blogs.edweek.org Published On :: Tue, 10 Mar 2015 00:00:00 +0000 Lisa Duty of The Learning Accelerator, a Rhode Island Department of Education (RIDE) and Highlander Institute funding partner, outlines the Rhode Islands's commitment to a blended learning future. She describes how the state is developing its new five-year strategic plan that's engaging RIDE's Ambas Full Article Rhode_Island
blended learning The Role of Humans in Blended Learning By blogs.edweek.org Published On :: Mon, 26 May 2014 00:00:00 +0000 Mica Pollack and her colleagues from UCSD share new research about the importance of teachers in blended learning environments that highlights the strengths and limits of online tools. Full Article Blended+Learning
blended learning Blended Learning Is for Teachers, Too By blogs.edweek.org Published On :: Thu, 04 Sep 2014 00:00:00 +0000 Innovative professional development initiatives infuse technology with in-person learning to enhance learning experiences for teachers. Full Article Blended+Learning
blended learning Discussing Blended Learning and Remote Learning By blogs.edweek.org Published On :: Wed, 11 Nov 2015 00:00:00 +0000 We talk a lot about blended learning opportunities in my district, asking ourselves whether we are offering the most beneficial learning opportunities for both staff and students. We're looking to provide quality online learning resources to students when they are outside of our classrooms, as well Full Article Blended+Learning
blended learning What is Blended Learning? By blogs.edweek.org Published On :: Wed, 18 May 2016 00:00:00 +0000 The new "question-of-the-week" is: Full Article Blended+Learning
blended learning Blended Learning By www.edweek.org Published On :: Tue, 17 Mar 2015 00:00:00 +0000 Computer programs may help predict students' grades in school as well as determine successful pathways for completing assignments, finds a new Stanford University study. Full Article Blended+Learning
blended learning Blended Learning By www.edweek.org Published On :: Tue, 21 Apr 2015 00:00:00 +0000 Using online editing sessions does not affect student scores on standardized writing and reading exams, according to a forthcoming study. Full Article Blended+Learning
blended learning Blended Learning By www.edweek.org Published On :: Tue, 12 May 2015 00:00:00 +0000 Full Article Blended+Learning
blended learning Is Blended Learning at a Tipping Point? By blogs.edweek.org Published On :: Wed, 16 Aug 2017 00:00:00 +0000 Even great innovations can fail. Will blended learning be one of them? These five factors may help us determine if the new educational model has reached a tipping point. Full Article Blended+Learning
blended learning 5 Major Benefits of Blended Learning By blogs.edweek.org Published On :: Fri, 18 May 2018 00:00:00 +0000 Modern classrooms are slowly taking a new approach to imparting wisdom and knowledge to the upcoming generation. Traditional classroom teaching techniques are giving way to a new system of blended learning. Full Article Blended+Learning
blended learning Blended Learning (Re)Defined By blogs.edweek.org Published On :: Tue, 30 Jan 2018 00:00:00 +0000 Technology-enhanced instruction can make learning personalized, student-centered, and available anytime, anywhere. Full Article Blended+Learning
blended learning What Does Blended Learning Look Like in a Distance Learning Environment? By blogs.edweek.org Published On :: Fri, 21 Aug 2020 00:00:00 +0000 Four educators share their experiences of blended learning. They suggest elements needed to make it work in remote teaching such as emphasizing relationship-building and minimizing the number of online tools. Full Article Blended+Learning
blended learning Blended Learning in the Age of COVID-19 By blogs.edweek.org Published On :: Wed, 19 Aug 2020 00:00:00 +0000 Three educators share how they are adapting the principles of "blended learning" to the COVID-19 environment, including through involving community members and using a "flipped" classroom. Full Article Blended+Learning
blended learning Top 6 Benefits Of Blended Learning By feedproxy.google.com Published On :: Sun, 10 May 2020 00:21:03 +0000 Recent studies have shown the importance of combining classroom teaching with technology. The COVID-19 pandemic has revealed discrepancies in our education system. This article gives […] The post Top 6 Benefits Of Blended Learning appeared first on e-Learning Feeds. Full Article eLearning News Blended Learning Blended Learning Benefits blended learning solutions Educational Technology Spotlight: Coronavirus Lockdown
blended learning Rhode Island to Promote Blended Learning Through Nonprofit Partnership By feedproxy.google.com Published On :: Fri, 08 Aug 2014 00:00:00 +0000 The Rhode Island Department of Education and the nonprofit Learning Accelerator are teaming to develop a strategic plan and a communications strategy aimed at expanding blended learning. Full Article Rhode_Island
blended learning States Must Change, Too For Blended Learning By feedproxy.google.com Published On :: Tue, 10 Mar 2015 00:00:00 +0000 Lisa Duty of The Learning Accelerator, a Rhode Island Department of Education (RIDE) and Highlander Institute funding partner, outlines the Rhode Islands's commitment to a blended learning future. She describes how the state is developing its new five-year strategic plan that's engaging RIDE's Ambas Full Article Rhode_Island
blended learning Austin-Area District Looks for Digital/Blended Learning Program; Baltimore Seeks High School Literacy Program By marketbrief.edweek.org Published On :: Tue, 05 May 2020 22:14:33 +0000 The Round Rock Independent School District in Texas is looking for a digital curriculum and blended learning program. Baltimore is looking for a comprehensive high school literacy program. The post Austin-Area District Looks for Digital/Blended Learning Program; Baltimore Seeks High School Literacy Program appeared first on Market Brief. Full Article Purchasing Alert Curriculum / Digital Curriculum Educational Technology/Ed-Tech Learning Management / Student Information Systems Procurement / Purchasing / RFPs
blended learning Busting the Zip Code Curse with Blended Learning By feedproxy.google.com Published On :: Mon, 07 Mar 2016 00:00:00 +0000 Online learning holds great potential to transform rural education by ensuring that every student has access to great instruction. Full Article Blended+Learning
blended learning Response: Blended Learning Is 'the Next Generation of Education' By feedproxy.google.com Published On :: Sat, 21 May 2016 00:00:00 +0000 Angel Cintron Jr., Connie Parham, Catlin Tucker, Sheri Edwards, Cheryl Costello, William J. Tolley and George Station explore what blended learning is and how it can be made most effective. Full Article Blended+Learning
blended learning 7 Ways to Break Bad Blended Learning By feedproxy.google.com Published On :: Fri, 17 Jun 2016 00:00:00 +0000 What separates transformative teachers, schools, and districts from those stuck in the routines of the past? The country's best blended teachers have uncovered these commonalities. Full Article Blended+Learning
blended learning Key to Blended Learning: Data-Informed Small Groups By feedproxy.google.com Published On :: Sun, 05 Jun 2016 00:00:00 +0000 A recent school tour of three Bay Area schools with some blended learning experts helped provide answers to some of the common questions we hear about how to implement blended learning. Full Article Blended+Learning
blended learning Ready to Implement Blended Learning? By feedproxy.google.com Published On :: Wed, 06 Feb 2013 00:00:00 +0000 Districts across the country are starting to see the blended learning light. We're encouraged by the growing number of forward-thinking leaders who are past the point of needing to be convinced about the potential of blended learning; and are now ready to get serious about implementation. Full Article Blended+Learning
blended learning Parents' Support for Blended Learning Slips, Poll Finds By feedproxy.google.com Published On :: Thu, 25 Aug 2016 00:00:00 +0000 A survey found that while fewer parents think students should spend considerable time in front of screens in schools, teacher support was unchanged. Full Article Blended+Learning
blended learning Bringing Blended Learning Forward By feedproxy.google.com Published On :: Tue, 16 Jul 2013 00:00:00 +0000 We introduce the power and resources released by change. We walk our teachers to the edge of a new world for teaching and learning, step off together and lead while we learn beside our teachers. Full Article Blended+Learning
blended learning Blended Learning, But The Data Are Useless By feedproxy.google.com Published On :: Sun, 13 Apr 2014 00:00:00 +0000 The first in a three post series on challenges and opportunities with blended learning, starting with getting to actionable data. Full Article Blended+Learning
blended learning The Role of Humans in Blended Learning By feedproxy.google.com Published On :: Mon, 26 May 2014 00:00:00 +0000 Mica Pollack and her colleagues from UCSD share new research about the importance of teachers in blended learning environments that highlights the strengths and limits of online tools. Full Article Blended+Learning
blended learning Blended Learning Is for Teachers, Too By feedproxy.google.com Published On :: Thu, 04 Sep 2014 00:00:00 +0000 Innovative professional development initiatives infuse technology with in-person learning to enhance learning experiences for teachers. Full Article Blended+Learning
blended learning Discussing Blended Learning and Remote Learning By feedproxy.google.com Published On :: Wed, 11 Nov 2015 00:00:00 +0000 We talk a lot about blended learning opportunities in my district, asking ourselves whether we are offering the most beneficial learning opportunities for both staff and students. We're looking to provide quality online learning resources to students when they are outside of our classrooms, as well Full Article Blended+Learning
blended learning What is Blended Learning? By feedproxy.google.com Published On :: Wed, 18 May 2016 00:00:00 +0000 The new "question-of-the-week" is: Full Article Blended+Learning
blended learning Blended Learning By feedproxy.google.com Published On :: Tue, 17 Mar 2015 00:00:00 +0000 Computer programs may help predict students' grades in school as well as determine successful pathways for completing assignments, finds a new Stanford University study. Full Article Blended+Learning
blended learning Blended Learning By feedproxy.google.com Published On :: Tue, 21 Apr 2015 00:00:00 +0000 Using online editing sessions does not affect student scores on standardized writing and reading exams, according to a forthcoming study. Full Article Blended+Learning
blended learning Blended Learning By feedproxy.google.com Published On :: Tue, 12 May 2015 00:00:00 +0000 Full Article Blended+Learning
blended learning Is Blended Learning at a Tipping Point? By feedproxy.google.com Published On :: Wed, 16 Aug 2017 00:00:00 +0000 Even great innovations can fail. Will blended learning be one of them? These five factors may help us determine if the new educational model has reached a tipping point. Full Article Blended+Learning
blended learning 5 Major Benefits of Blended Learning By feedproxy.google.com Published On :: Fri, 18 May 2018 00:00:00 +0000 Modern classrooms are slowly taking a new approach to imparting wisdom and knowledge to the upcoming generation. Traditional classroom teaching techniques are giving way to a new system of blended learning. Full Article Blended+Learning
blended learning Blended Learning (Re)Defined By feedproxy.google.com Published On :: Tue, 30 Jan 2018 00:00:00 +0000 Technology-enhanced instruction can make learning personalized, student-centered, and available anytime, anywhere. Full Article Blended+Learning
blended learning Conducting research in online and blended learning environments: new pedagogical frontiers / Charles D. Dziuban, Anthony G. Picciano, Charles R. Graham, and Patsy D. Moskal By library.mit.edu Published On :: Sun, 31 Jan 2016 06:21:43 EST Hayden Library - LB1044.87.D98 2016 Full Article
