subject:(Blended learning)

University of Limerick

1. Martin, Aileen. Implementing a blended learning approach in a further education college : a case study.

Degree: Education and Professional Studies, 2009, University of Limerick

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non-peer-reviewed

Blended or hybrid learning refers to learning which is provided through any combination of instructional modalities, both physical and virtual. It combines concepts, methods,… (more)

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non-peer-reviewed

Blended or hybrid learning refers to learning which is provided through any combination of instructional modalities, both physical and virtual. It combines concepts, methods, processes, tools and pedagogic styles to achieve a holistic learner centred approach to teaching and learning and has become evermore dynamic thanks to the evolution of web 2.0 technologies and open source software. The operational delivery of blended learning can also be supported by the use of a Course Management System on both an educational and administrative level. The purpose of this case study was to examine the development, documentation and implementation of such a system of flexible and personalised blended learning into a further education setting, which could then be used to increase learner choice in diverse aspects of their learning experience. The further education sector was chosen as the setting for this research because of the diversity it provides both in the courses it offers and the learners that are involved. Such diversity is suited to the socioconstructivist principles that underlie the concept of blended learning. The research was carried out at a further education college located in Co. Westmeath, Ireland. The research group comprised of 87 first year students attending a FETAC Social Care Course along with teachers involved with the social care course and college management. During a 5 month period, the Moodle CMS was used to introduce the participants to various aspects of blended learning. Key findings were determined from a mixture of quantitative and qualitative data and include the opinion that technologies such as an open source CMS and innovations emerging from the read/write web can be of benefit to the success of a blended learning approach. However, care must be taken in the timing and implementation of change processes and adequate training and support must be made available to participants involved.

Advisors/Committee Members: Doyle, Gerard.

Subjects/Keywords: blended learning; hybrid learning

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Martin, A. (2009). Implementing a blended learning approach in a further education college : a case study. (Thesis). University of Limerick. Retrieved from http://hdl.handle.net/10344/464

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Martin, Aileen. “Implementing a blended learning approach in a further education college : a case study.” 2009. Thesis, University of Limerick. Accessed December 13, 2019. http://hdl.handle.net/10344/464.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Martin, Aileen. “Implementing a blended learning approach in a further education college : a case study.” 2009. Web. 13 Dec 2019.

Vancouver:

Martin A. Implementing a blended learning approach in a further education college : a case study. [Internet] [Thesis]. University of Limerick; 2009. [cited 2019 Dec 13]. Available from: http://hdl.handle.net/10344/464.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Martin A. Implementing a blended learning approach in a further education college : a case study. [Thesis]. University of Limerick; 2009. Available from: http://hdl.handle.net/10344/464

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Eastern Michigan University

2. Vandermolen, Richard Mark. The examination of the implementation of blended learning instruction on the teaching and learning environment in two west Michigan school districts.

Degree: Doctor of Education (EdD), Leadership and Counseling, 2010, Eastern Michigan University

URL: http://commons.emich.edu/theses/296

► Blended learning instruction is emerging as one of the most promising instructional practices in educational settings. Blended learning instruction combines two learning environments: traditional… (more)

▼ Blended learning instruction is emerging as one of the most promising instructional practices in educational settings. Blended learning instruction combines two learning environments: traditional face-to-face instruction and online instruction. Most research concerning blended instruction has been conducted at the postsecondary level. This study was conducted at the high school level and examined the implementation of blended instruction in a high school setting. It explored and considered the perspective of teachers and students as they experienced the blended environment for the first time. The study was conducted at two comprehensive high schools in West Michigan. The study collected qualitative data by using multiple data points. The data came from focused interviews with teachers, teacher narrative writing statements, student surveys, online course interaction, direct observation, and the grade distribution of students enrolled in the blended courses. The data were collected over two trimesters during the 2009-2010 academic school year. The results of this study indicated several important findings that should be considered while implementing the blended instructional model at the high school level. Results showed that it was critical for each high school to have a vision and purpose for adopting the blended approach. This had important implications for the type of blending each school would adopt and practice. Interaction between students and teachers was different than students experienced in the traditional face-to-face classroom setting. Teachers were able to provide more individualized instruction, and students felt that their peers should have an opportunity to learn in a blended setting. Yet it was critical that teachers were adequately prepared for the rigors of teaching that were different in the blended setting. Significant time and training were needed prior to implementation of blended instruction. Results also indicated that teachers needed support after initial training to reflect and deal with the different working conditions they faced in the blended classroom setting. While blended instruction has the potential to fundamentally redraw the instructional setting of future high school classrooms, it remains critically important that blended teachers’ instructional strategies and lesson designs are the foundation for engaging students in meaningful and relevant learning experiences. Advisors/Committee Members: Ronald Williamson, Ed.D., Chair, James Berry, Ed.D., Barbara Bleyaert, Ed.D..

Subjects/Keywords: blended learning; hybrid; blended instruction; Educational Methods

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APA (6^th Edition):

Vandermolen, R. M. (2010). The examination of the implementation of blended learning instruction on the teaching and learning environment in two west Michigan school districts. (Doctoral Dissertation). Eastern Michigan University. Retrieved from http://commons.emich.edu/theses/296

Chicago Manual of Style (16^th Edition):

Vandermolen, Richard Mark. “The examination of the implementation of blended learning instruction on the teaching and learning environment in two west Michigan school districts.” 2010. Doctoral Dissertation, Eastern Michigan University. Accessed December 13, 2019. http://commons.emich.edu/theses/296.

MLA Handbook (7^th Edition):

Vandermolen, Richard Mark. “The examination of the implementation of blended learning instruction on the teaching and learning environment in two west Michigan school districts.” 2010. Web. 13 Dec 2019.

Vancouver:

Vandermolen RM. The examination of the implementation of blended learning instruction on the teaching and learning environment in two west Michigan school districts. [Internet] [Doctoral dissertation]. Eastern Michigan University; 2010. [cited 2019 Dec 13]. Available from: http://commons.emich.edu/theses/296.

Council of Science Editors:

Vandermolen RM. The examination of the implementation of blended learning instruction on the teaching and learning environment in two west Michigan school districts. [Doctoral Dissertation]. Eastern Michigan University; 2010. Available from: http://commons.emich.edu/theses/296

University of Ontario Institute of Technology

3. Markovich, Louise. Examining students??? attitudes toward blended learning in adult literacy and basic skills programs.

Degree: 2016, University of Ontario Institute of Technology

URL: http://hdl.handle.net/10155/647

► Literacy and Basic Skills (LBS) programs offer adult learners, with low literacy and basic skills, opportunities to improve employment skills and pre-requisite courses for entrance… (more)

Subjects/Keywords: Blended learning; Success; Individual differences

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APA (6^th Edition):

Markovich, L. (2016). Examining students??? attitudes toward blended learning in adult literacy and basic skills programs. (Thesis). University of Ontario Institute of Technology. Retrieved from http://hdl.handle.net/10155/647

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Markovich, Louise. “Examining students??? attitudes toward blended learning in adult literacy and basic skills programs.” 2016. Thesis, University of Ontario Institute of Technology. Accessed December 13, 2019. http://hdl.handle.net/10155/647.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Markovich, Louise. “Examining students??? attitudes toward blended learning in adult literacy and basic skills programs.” 2016. Web. 13 Dec 2019.

Vancouver:

Markovich L. Examining students??? attitudes toward blended learning in adult literacy and basic skills programs. [Internet] [Thesis]. University of Ontario Institute of Technology; 2016. [cited 2019 Dec 13]. Available from: http://hdl.handle.net/10155/647.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Markovich L. Examining students??? attitudes toward blended learning in adult literacy and basic skills programs. [Thesis]. University of Ontario Institute of Technology; 2016. Available from: http://hdl.handle.net/10155/647

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Limerick

4. Scanlon, Greg. Technology supported, self-directed learning: an investigation of blended learning and online assessment on a pre-service teacher education.

Degree: Education & Professional Studies, 2010, University of Limerick

URL: http://hdl.handle.net/10344/421

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non-peer-reviewed

This study aimed to explore the use of a blended learning course of study on an undergraduate teacher programme in the Republic of Ireland.… (more)

Subjects/Keywords: blended learning; education; Ireland

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APA (6^th Edition):

Scanlon, G. (2010). Technology supported, self-directed learning: an investigation of blended learning and online assessment on a pre-service teacher education. (Thesis). University of Limerick. Retrieved from http://hdl.handle.net/10344/421

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Scanlon, Greg. “Technology supported, self-directed learning: an investigation of blended learning and online assessment on a pre-service teacher education.” 2010. Thesis, University of Limerick. Accessed December 13, 2019. http://hdl.handle.net/10344/421.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Scanlon, Greg. “Technology supported, self-directed learning: an investigation of blended learning and online assessment on a pre-service teacher education.” 2010. Web. 13 Dec 2019.

Vancouver:

Scanlon G. Technology supported, self-directed learning: an investigation of blended learning and online assessment on a pre-service teacher education. [Internet] [Thesis]. University of Limerick; 2010. [cited 2019 Dec 13]. Available from: http://hdl.handle.net/10344/421.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Scanlon G. Technology supported, self-directed learning: an investigation of blended learning and online assessment on a pre-service teacher education. [Thesis]. University of Limerick; 2010. Available from: http://hdl.handle.net/10344/421

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Canterbury

5. Mackinven, Kathryn. Blended learning in tertiary education : a science perspective.

Degree: School of Education Studies and Leadership, 2015, University of Canterbury

URL: http://hdl.handle.net/10092/10861

► Blended learning has been suggested as having the potential to transform tertiary education through its ability to provide flexible learning options, cost reductions and high… (more)

Subjects/Keywords: blended learning; science; tertiary

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Mackinven, K. (2015). Blended learning in tertiary education : a science perspective. (Thesis). University of Canterbury. Retrieved from http://hdl.handle.net/10092/10861

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Mackinven, Kathryn. “Blended learning in tertiary education : a science perspective.” 2015. Thesis, University of Canterbury. Accessed December 13, 2019. http://hdl.handle.net/10092/10861.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Mackinven, Kathryn. “Blended learning in tertiary education : a science perspective.” 2015. Web. 13 Dec 2019.

Vancouver:

Mackinven K. Blended learning in tertiary education : a science perspective. [Internet] [Thesis]. University of Canterbury; 2015. [cited 2019 Dec 13]. Available from: http://hdl.handle.net/10092/10861.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Mackinven K. Blended learning in tertiary education : a science perspective. [Thesis]. University of Canterbury; 2015. Available from: http://hdl.handle.net/10092/10861

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Nelson Mandela Metropolitan University

6. Olamijulo, Christianah. An investigation into integrating social sites as a teaching and learning practice to create dialogue spaces in the language classroom.

Degree: Faculty of Arts, 2012, Nelson Mandela Metropolitan University

URL: http://hdl.handle.net/10948/d1020149

► This study intends to explore how social media or social networking sites (SNSs) such as Facebook can facilitate communication channels or create dialogue spaces in… (more)

▼ This study intends to explore how social media or social networking sites (SNSs) such as Facebook can facilitate communication channels or create dialogue spaces in a language class. Social media is a form of participatory media, which broadly refers to the “collection of communication channels or mediums (primarily online and mobile) through which social networks originate and are sustained” (Flew 2008:109). Although the term social media is often used as a collective term for SNSs or as the core trademark of Web 2.0, Flew (2008:17) also distinguishes social media by calling it a “communications infrastructure” that allows for “participation, interactivity, collaborative learning and social networking”. Flew (2008) identifies various online sites including the online encyclopaedia Wikipedia and the online user-generated video site YouTube as well as various personalised web space sites such as MySpace, Facebook, Friendster and Bebo as participatory media. The study’s data collection was situated at Nelson Mandela Metropolitan University (NMMU) and investigated how social media can be used to facilitate dialogue between a tutor and BKI1120 Communication in English B students in a Higher Education (HE) context using qualitative methodology. This study compared the use of existing and more traditional or conventional classroom communication practices with those of SNSs as a communication channel, while focusing on social media application as a communication tool to create dialogue spaces that support teaching and learning practices. The research also attempted to identify alternative applications of social media for teaching and learning practices to inform researchers in the fields of HE and media. In the first data-collection phase, BKI1120 Communication in English B Public Management students were selected as the sample for the study. Seventeen students participated in the BKI1120 Facebook page created for the purpose of this study. In the second data-collection phase, a taped focus-group interview was conducted with eight BKI1120 Communication in English B students. The interview transcript was then analysed qualitatively for themes. The research findings showed that social media or SNSs such as Facebook can facilitate communication channels or create dialogue spaces in a language class, if it is managed effectively.

Subjects/Keywords: Online social networks; Blended learning

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Olamijulo, C. (2012). An investigation into integrating social sites as a teaching and learning practice to create dialogue spaces in the language classroom. (Thesis). Nelson Mandela Metropolitan University. Retrieved from http://hdl.handle.net/10948/d1020149

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Olamijulo, Christianah. “An investigation into integrating social sites as a teaching and learning practice to create dialogue spaces in the language classroom.” 2012. Thesis, Nelson Mandela Metropolitan University. Accessed December 13, 2019. http://hdl.handle.net/10948/d1020149.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Olamijulo, Christianah. “An investigation into integrating social sites as a teaching and learning practice to create dialogue spaces in the language classroom.” 2012. Web. 13 Dec 2019.

Vancouver:

Olamijulo C. An investigation into integrating social sites as a teaching and learning practice to create dialogue spaces in the language classroom. [Internet] [Thesis]. Nelson Mandela Metropolitan University; 2012. [cited 2019 Dec 13]. Available from: http://hdl.handle.net/10948/d1020149.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Olamijulo C. An investigation into integrating social sites as a teaching and learning practice to create dialogue spaces in the language classroom. [Thesis]. Nelson Mandela Metropolitan University; 2012. Available from: http://hdl.handle.net/10948/d1020149

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Hong Kong

7. Tan, Wei. Toward a set of practical guidelines for implementing blended learning in a higher education institute : a case study of South University of Science and Technology of China.

Degree: MSin Library and Information, 2016, University of Hong Kong

URL: Tan, W. [譚偉]. (2016). Toward a set of practical guidelines for implementing blended learning in a higher education institute : a case study of South University of Science and Technology of China. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b5812711. ; http://dx.doi.org/10.5353/th_b5812711 ; http://hdl.handle.net/10722/237444

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South University of Science and Technology of China (SUSTech) is a young, research focused and high starting point University, which is located in Shenzhen, China.… (more)

Subjects/Keywords: Blended learning - China - Case studies

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APA (6^th Edition):

Tan, W. (2016). Toward a set of practical guidelines for implementing blended learning in a higher education institute : a case study of South University of Science and Technology of China. (Masters Thesis). University of Hong Kong. Retrieved from Tan, W. [譚偉]. (2016). Toward a set of practical guidelines for implementing blended learning in a higher education institute : a case study of South University of Science and Technology of China. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b5812711. ; http://dx.doi.org/10.5353/th_b5812711 ; http://hdl.handle.net/10722/237444

Chicago Manual of Style (16^th Edition):

Tan, Wei. “Toward a set of practical guidelines for implementing blended learning in a higher education institute : a case study of South University of Science and Technology of China.” 2016. Masters Thesis, University of Hong Kong. Accessed December 13, 2019. Tan, W. [譚偉]. (2016). Toward a set of practical guidelines for implementing blended learning in a higher education institute : a case study of South University of Science and Technology of China. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b5812711. ; http://dx.doi.org/10.5353/th_b5812711 ; http://hdl.handle.net/10722/237444.

MLA Handbook (7^th Edition):

Tan, Wei. “Toward a set of practical guidelines for implementing blended learning in a higher education institute : a case study of South University of Science and Technology of China.” 2016. Web. 13 Dec 2019.

Vancouver:

Tan W. Toward a set of practical guidelines for implementing blended learning in a higher education institute : a case study of South University of Science and Technology of China. [Internet] [Masters thesis]. University of Hong Kong; 2016. [cited 2019 Dec 13]. Available from: Tan, W. [譚偉]. (2016). Toward a set of practical guidelines for implementing blended learning in a higher education institute : a case study of South University of Science and Technology of China. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b5812711. ; http://dx.doi.org/10.5353/th_b5812711 ; http://hdl.handle.net/10722/237444.

Council of Science Editors:

Tan W. Toward a set of practical guidelines for implementing blended learning in a higher education institute : a case study of South University of Science and Technology of China. [Masters Thesis]. University of Hong Kong; 2016. Available from: Tan, W. [譚偉]. (2016). Toward a set of practical guidelines for implementing blended learning in a higher education institute : a case study of South University of Science and Technology of China. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b5812711. ; http://dx.doi.org/10.5353/th_b5812711 ; http://hdl.handle.net/10722/237444

University of Houston

8. Yu, Chi-Liang 1976-. The Interaction Equivalency Theorem in a Multimodal Blended Course.

Degree: Curriculum and Instruction, Department of, 2013, University of Houston

URL: http://hdl.handle.net/10657/1211

► With the rapid development of instructional technology, it is conceivable that learning experiences in the future will be blended, a combination of face-to-face and computer-mediated… (more)

▼ With the rapid development of instructional technology, it is conceivable that learning experiences in the future will be blended, a combination of face-to-face and computer-mediated instruction. This form of education has raised questions about the integration of face-to-face and online interaction. In the research on interaction theory, Moore was one of the first investigators to systematically identify the three most common types of interaction, namely student-teacher, student-student, and student-content interaction. Anderson (2003a) suggested that the three types of interaction are equivalent, and instructors can substitute one interaction for another with little loss in learning effectiveness if they are at the same level. Blended learning has the potential to increase the quality and amount of interaction and to provide possible solutions for the problem of escalating costs. Understanding students’ perceptions of interaction may help educators produce the right mix of interaction in a blended learning environment. The purpose of this study was to examine students’ perceptions of interaction and their learning experiences in a multimodal blended course, a course that provided face-to-face, blended, and online learning modes concurrently. Anderson’s (2003a) theory was used as a guideline for the analysis of student-teacher, student-student, and student-content interaction. This study focused on the following questions: (1) How do students perceive the quality and amount of interaction in a multimodal blended course? (2) From the students’ point of view, how does interaction affect their learning experiences in a multimodal blended course? This mixed methods research collected quantitative and qualitative data through a survey and individual interviews. The quantitative data were analyzed using a descriptive approach and the qualitative data were coded by Carspecken’s (1996) coding method. In addition, a peer reviewer helped the researcher check biases or omissions in the data analysis and interpretation. The findings of this study suggest that students perceive interaction with the teacher and with the content as more valuable than the interaction with other students. The interaction in a face-to-face environment could lead to a closer relationship between teachers and students, and it should not be discounted when designing a blended course. For online interaction, students perceived online tutorial videos as one of the best aspects of this course but criticized some outdated online content. That would be improved if it were updated frequently. In addition, the lack of communication from instructors can create inconsistent course information, which may cause confusion and sabotage students’ learning experiences. This study found that the interaction with the teacher, students, and content were mostly equal and substitutable. Anderson’s Interaction Equivalency Theorem was supported in this study. Instructors and instructional designers should combine and balance the interaction in face-to-face and online… Advisors/Committee Members: Robin, Bernard R. (advisor), Day, Susan X. (committee member), McNeil, Sara G. (committee member), Liu, Youmei (committee member).

Subjects/Keywords: Blended learning; interaction equivalency theorem

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Yu, C. 1. (2013). The Interaction Equivalency Theorem in a Multimodal Blended Course. (Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/1211

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Yu, Chi-Liang 1976-. “The Interaction Equivalency Theorem in a Multimodal Blended Course.” 2013. Thesis, University of Houston. Accessed December 13, 2019. http://hdl.handle.net/10657/1211.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Yu, Chi-Liang 1976-. “The Interaction Equivalency Theorem in a Multimodal Blended Course.” 2013. Web. 13 Dec 2019.

Vancouver:

Yu C1. The Interaction Equivalency Theorem in a Multimodal Blended Course. [Internet] [Thesis]. University of Houston; 2013. [cited 2019 Dec 13]. Available from: http://hdl.handle.net/10657/1211.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Yu C1. The Interaction Equivalency Theorem in a Multimodal Blended Course. [Thesis]. University of Houston; 2013. Available from: http://hdl.handle.net/10657/1211

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of KwaZulu-Natal

9. Ayandiran, Emmanuel Olufemi. Facilitation of the development of blended e-learning model for nursing education in a resource-constrained educational setting in Nigeria.

Degree: 2016, University of KwaZulu-Natal

URL: http://hdl.handle.net/10413/15661

► Nursing education in Nigeria has passed through many waters. The purpose of the study was to facilitate the design, development and testing of a blended… (more)

▼ Nursing education in Nigeria has passed through many waters. The purpose of the study was to facilitate the design, development and testing of a blended e-learning model for nursing education in a resource-constrained educational setting in Nigeria. The study has as its specific objectives to: assess the current modes of delivery of nursing education and stage of development of e-learning in nursing education in Nigeria; establish the perceptions of e-learning as a mode of teaching and learning among nursing stakeholders (nursing students, nurse academics, nurse practitioners, nursing administrators and nursing leaders); appraise the nurses’ computer literacy level, their computer skills and e-learning experiences. Others are to: explore the contextual factors and antecedents (preconditions) necessitating the use of e-learning in nursing education in Nigeria; examine the essentials for developing and testing a blended e-learning model in the Nigerian context; and pilot the developed blended e-learning model. The Khan Framework for E-Learning and the Garrison and Anderson’s Community of Inquiry Model served as the theoretical underpinning for the study. The study adopting the education action research approach has pragmatism as its philosophical stance. The study design comprises three serial cycles (the assessment/exploration, development and the implementation/testing cycle), reminiscent of action research. Each cycle was a complete mini study and consisted of an iterative cyclical loop of sequential steps of problem identification, planning, acting, observing, and reflecting that necessitated the concurrent use of quantitative and qualitative research designs. Cycle 1 (the assessment / exploration cycle) employed a complimentary quantitative / qualitative data collection approach. Quantitative data were collected with the aid of an adapted structured questionnaire administered on a cluster sample of 402 nurses selected across the six geo-political zones of Nigeria, and qualitative data gathered through key informant interviews of 16 purposively selected information-rich nursing leaders. Quantitative data analysis done with the aid of SPSS 21 employed both descriptive (frequency count, percentage, mean) and inferential statistics (such as Pearson Chi-square and Kruskal-Wallis tests), while qualitative analysis employed content analysis technique, with both quantitative and qualitative findings integrated. The development cycle (Cycle 2) adopted majorly qualitative design utilizing critical reflection, synthesis of findings from the preceding needs assessment/exploration cycle, the use of reflective journal, brainstorming and consultative sessions with research team, to develop the theoretical blended e-learning model. The evolving model was critically reviewed and progressively refined before piloting. The final cycle, the implementation / testing cycle (Cycle 3), adopted a case methodology design to pilot the developed blended e-learning model among two purposively selected arms (1st and 4th year) of the… Advisors/Committee Members: Mtshali, Ntombifikile Gloria. (advisor).

Subjects/Keywords: Nursing education.; Blended e-learning model.; Nurses.; Blended learning.; Nigeria.

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APA (6^th Edition):

Ayandiran, E. O. (2016). Facilitation of the development of blended e-learning model for nursing education in a resource-constrained educational setting in Nigeria. (Thesis). University of KwaZulu-Natal. Retrieved from http://hdl.handle.net/10413/15661

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Ayandiran, Emmanuel Olufemi. “Facilitation of the development of blended e-learning model for nursing education in a resource-constrained educational setting in Nigeria.” 2016. Thesis, University of KwaZulu-Natal. Accessed December 13, 2019. http://hdl.handle.net/10413/15661.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Ayandiran, Emmanuel Olufemi. “Facilitation of the development of blended e-learning model for nursing education in a resource-constrained educational setting in Nigeria.” 2016. Web. 13 Dec 2019.

Vancouver:

Ayandiran EO. Facilitation of the development of blended e-learning model for nursing education in a resource-constrained educational setting in Nigeria. [Internet] [Thesis]. University of KwaZulu-Natal; 2016. [cited 2019 Dec 13]. Available from: http://hdl.handle.net/10413/15661.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Ayandiran EO. Facilitation of the development of blended e-learning model for nursing education in a resource-constrained educational setting in Nigeria. [Thesis]. University of KwaZulu-Natal; 2016. Available from: http://hdl.handle.net/10413/15661

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Houston

10. Laverpool Leatherwood, Lenora. DOES BLENDED INSTRUCTION MATTER FOR ENGLISH-LANGUAGE LEARNERS? A STUDY ASSESSING THE INFLUENCE OF INSTRUCTIONAL METHOD ON LANGUAGE ACQUISITION.

Degree: Curriculum and Instruction, Department of, 2013, University of Houston

URL: http://hdl.handle.net/10657/1234

► In the 21st century, Texas schools continue to experience exponential growth in their numbers of English language learners (ELLs). At the secondary level, high school… (more)

▼ In the 21st century, Texas schools continue to experience exponential growth in their numbers of English language learners (ELLs). At the secondary level, high school ELLs are expected to take and pass the State of Texas Assessment of Academic Readiness End-of-Course (STAAR/EOC) exams as part of their cumulative graduation requirements. Additionally, ELLs' performance on the STAAR exams at all grade levels significantly impacts their schools’ and districts’ adequate yearly progress (AYP). Subsequently, many schools and districts in the state continue to explore innovative ways to help ELLs effectively and efficiently acquire the academic English they need to succeed in school. This study examined a high school that piloted English as a Second Language (ESL) English and Reading courses delivered through a blended method of instruction in order to determine if the method increases students’ language acquisition at a greater rate than students taking ESL English and Reading courses delivered via a traditional method of instruction as measured by Texas English Language Proficiency Assessment System (TELPAS) reading tests. Results indicate that there were no statistically significant differences in TELPAS 2013 reading scores between the group that received the blended method of instruction and the group that received the traditional method of instruction. The same was true in terms of STAAR English II reading scores, the differences between the groups were not statistically significant. ANOVA and ANCOVA did indicate a significant effect of TELPAS 2012 scores on TELPAS 2013 scores. Likewise there was a significant effect of STAAR English I reading scores on STAAR English II reading scores. Further, results indicated that there were significant differences in TELPAS 2013 reading scores based on instructional level, age, STAAR English I reading scores, and STAAR English II reading scores, but there were not significant differences based on gender and years in U.S. schools. As for STAAR English II reading scores, there were significant differences in scores based on instructional level, years in U.S. schools, and TELPAS 2012, yet no significant differences based on gender and age Advisors/Committee Members: Hutchison, Laveria F. (advisor), Mountain, Lee (committee member), Ramos, Miguel A. (committee member), Watson, Margaret (committee member).

Subjects/Keywords: blended instruction; language acquisition; second language acquisition; blended learning; instructional method

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Laverpool Leatherwood, L. (2013). DOES BLENDED INSTRUCTION MATTER FOR ENGLISH-LANGUAGE LEARNERS? A STUDY ASSESSING THE INFLUENCE OF INSTRUCTIONAL METHOD ON LANGUAGE ACQUISITION. (Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/1234

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Laverpool Leatherwood, Lenora. “DOES BLENDED INSTRUCTION MATTER FOR ENGLISH-LANGUAGE LEARNERS? A STUDY ASSESSING THE INFLUENCE OF INSTRUCTIONAL METHOD ON LANGUAGE ACQUISITION.” 2013. Thesis, University of Houston. Accessed December 13, 2019. http://hdl.handle.net/10657/1234.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Laverpool Leatherwood, Lenora. “DOES BLENDED INSTRUCTION MATTER FOR ENGLISH-LANGUAGE LEARNERS? A STUDY ASSESSING THE INFLUENCE OF INSTRUCTIONAL METHOD ON LANGUAGE ACQUISITION.” 2013. Web. 13 Dec 2019.

Vancouver:

Laverpool Leatherwood L. DOES BLENDED INSTRUCTION MATTER FOR ENGLISH-LANGUAGE LEARNERS? A STUDY ASSESSING THE INFLUENCE OF INSTRUCTIONAL METHOD ON LANGUAGE ACQUISITION. [Internet] [Thesis]. University of Houston; 2013. [cited 2019 Dec 13]. Available from: http://hdl.handle.net/10657/1234.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Laverpool Leatherwood L. DOES BLENDED INSTRUCTION MATTER FOR ENGLISH-LANGUAGE LEARNERS? A STUDY ASSESSING THE INFLUENCE OF INSTRUCTIONAL METHOD ON LANGUAGE ACQUISITION. [Thesis]. University of Houston; 2013. Available from: http://hdl.handle.net/10657/1234

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

11. Alghanmi, Hind Hamed B. Female Faculty Perspectives On Blended Learning At Universities In Saudi Arabia.

Degree: PhD, Educational Leadership, 2018, University of North Dakota

URL: https://commons.und.edu/theses/2132

► Adopting technology is one of the priorities in the Saudi education system. The reform of Saudi education leads to the need to focus on… (more)

▼ Adopting technology is one of the priorities in the Saudi education system. The reform of Saudi education leads to the need to focus on BL as a tool for adopting technology into any college classroom. This study focuses specifically on technology usage for teaching among female faculty. In 2018, women’s education in Saudi Arabia has undergone an incredible social transition, and women’s education is different and more advanced than before. This study looks to learn about female faculty members’ views and experiences as they relate to the adoption of BL in their classrooms. It seeks to provide in-depth knowledge essential to adopt BL according to a Diffusion of Innovation (DOI) and Technology Acceptance Model (TAM) theoretical framework. DOI explains adoption in the social setting with all the possible social culture factors. The TAM explains faculty level acceptance, specifically explaining external factors’ effects on faculty members’ beliefs and influencing them toward the BL. Because this study gathers information on female faculty members’ experiences with BL, a qualitative theme analysis was the appropriate research design to use. In particular, I used a qualitative research method to study female faculty members’ perspectives, collecting data via individual interviews. It is included interviews with female faculty members from four public, 4-year institutions in Saudi Arabia. Faculty members’ flexibility and their relationship to the adoption of BL depended on their benefits and challenges. According to this study’s participants, the challenges of the BL approach in Saudi Arabia necessitate urgent strategic plans at all levels. Faculty members’ knowledge and understanding regarding the definitions of BL showed their acceptance. Faculty support should be a priority for these institutions, which should adopt policies to help achieve Vision 2030—a natural, well-organized way to reform higher education. The gender aspect of the teaching culture considerably impacts the female faculty’s use of BL in Saudi Arabia. This study’s results—that the women faculty believe there is a need for evaluation, and official leadership rules for the adoption of BL. To summarize, the results indicated that women adopted BL when circumstances permitted. The obstacles, in their eyes, were a lack of faculty support, poor strategic evaluation plans, and insufficient empowerment at the institutional level. Advisors/Committee Members: Marcus Weaver-Hightower.

Subjects/Keywords: Blended Learning; Blended Teaching; Female Faculty; Saudi Arabia; Educational Leadership

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APA (6^th Edition):

Alghanmi, H. H. B. (2018). Female Faculty Perspectives On Blended Learning At Universities In Saudi Arabia. (Doctoral Dissertation). University of North Dakota. Retrieved from https://commons.und.edu/theses/2132

Chicago Manual of Style (16^th Edition):

Alghanmi, Hind Hamed B. “Female Faculty Perspectives On Blended Learning At Universities In Saudi Arabia.” 2018. Doctoral Dissertation, University of North Dakota. Accessed December 13, 2019. https://commons.und.edu/theses/2132.

MLA Handbook (7^th Edition):

Alghanmi, Hind Hamed B. “Female Faculty Perspectives On Blended Learning At Universities In Saudi Arabia.” 2018. Web. 13 Dec 2019.

Vancouver:

Alghanmi HHB. Female Faculty Perspectives On Blended Learning At Universities In Saudi Arabia. [Internet] [Doctoral dissertation]. University of North Dakota; 2018. [cited 2019 Dec 13]. Available from: https://commons.und.edu/theses/2132.

Council of Science Editors:

Alghanmi HHB. Female Faculty Perspectives On Blended Learning At Universities In Saudi Arabia. [Doctoral Dissertation]. University of North Dakota; 2018. Available from: https://commons.und.edu/theses/2132

University of Minnesota

12. Czaplewski, John. An evaluation of blended instruction in terms of knowledge acquisition and attitude in an introductory Mathematics course.

Degree: PhD, Education, Curriculum and Instruction, 2014, University of Minnesota

URL: http://hdl.handle.net/11299/162635

► A medium-sized accredited public university located in southeastern Minnesota has been offering an introductory undergraduate mathematics course with a consistent curriculum in two instructional formats:… (more)

▼ A medium-sized accredited public university located in southeastern Minnesota has been offering an introductory undergraduate mathematics course with a consistent curriculum in two instructional formats: face-to-face and blended. Previously the course was offered only through a face-to-face instructional format while currently, it is only offered in a blended instructional format. This case study explored the influence that the method of instruction had on student achievement on common assessments, how a blended instruction course design impacted the attitude of students, and the amount of knowledge acquired in a blended instruction environment.A blended course is one taught by combining teacher-centered face-to-face instructional elements with online learning components and online course management tools. In more general terms, blended instruction is a term used to describe instruction or training events or activities where online learning, in its various forms, is combined with more traditional forms of instruction such as "classroom" learning. The terms hybrid and mixed mode are references to the same type of instruction and therefore used synonymously. An instrument developed by Martha Tapia and George Marsh measured changes in attitude toward mathematics related to a blended instructional course design. While one area of interest was the level of procedural knowledge acquired in a blended instructional environment versus that of a face-to-face setting, an additional interest was student comprehension beyond procedural knowledge. This study noted applications of the common knowledge students used to demonstrate their comprehension and sense-making ability. In order to evaluate the additional level of understanding, this study asked questions of students enrolled in a blended instructional environment via a series of interviews as well as observing classroom activities designed to allow for further exploration of content and demonstration of knowledge beyond that allowed for in a face-to-face setting. Results from this study indicated a statistically significant difference in comparing final course grades and final examination grades of the students enrolled in the blended instruction designed course versus the face-to-face lecture courses while the instructor was held constant. Students were less anxious working on assigned problems and assessments as they familiarized themselves with the design and instructional strategies. In addition, students were more engaged in discussions as the semester progressed, and students experienced the benefits of communicating with group members. The results also indicate that students enrolled in a blended instruction course perceive that the classroom environment promotes interactions, and they are involved in classroom discussions and activities.

Subjects/Keywords: Attitude; Blended instruction; Blended learning; Mathematics; Student attitude

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APA (6^th Edition):

Czaplewski, J. (2014). An evaluation of blended instruction in terms of knowledge acquisition and attitude in an introductory Mathematics course. (Doctoral Dissertation). University of Minnesota. Retrieved from http://hdl.handle.net/11299/162635

Chicago Manual of Style (16^th Edition):

Czaplewski, John. “An evaluation of blended instruction in terms of knowledge acquisition and attitude in an introductory Mathematics course.” 2014. Doctoral Dissertation, University of Minnesota. Accessed December 13, 2019. http://hdl.handle.net/11299/162635.

MLA Handbook (7^th Edition):

Czaplewski, John. “An evaluation of blended instruction in terms of knowledge acquisition and attitude in an introductory Mathematics course.” 2014. Web. 13 Dec 2019.

Vancouver:

Czaplewski J. An evaluation of blended instruction in terms of knowledge acquisition and attitude in an introductory Mathematics course. [Internet] [Doctoral dissertation]. University of Minnesota; 2014. [cited 2019 Dec 13]. Available from: http://hdl.handle.net/11299/162635.

Council of Science Editors:

Czaplewski J. An evaluation of blended instruction in terms of knowledge acquisition and attitude in an introductory Mathematics course. [Doctoral Dissertation]. University of Minnesota; 2014. Available from: http://hdl.handle.net/11299/162635

University of Limerick

13. Gallagher, Jason. A blended learning teaching approach aimed at improving post-primary students’ conceptual understanding of mathematics – a focus on algebra supported by digital pencasts.

Degree: 2016, University of Limerick

URL: http://hdl.handle.net/10344/5234

►

peer-reviewed

This research project investigated whether students’ conceptual understanding of algebra was improved with a taught intervention supported by digital pencasts. The motivation for this… (more)

Subjects/Keywords: algebra; blended learning; post-primary students; mathematics

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APA (6^th Edition):

Gallagher, J. (2016). A blended learning teaching approach aimed at improving post-primary students’ conceptual understanding of mathematics – a focus on algebra supported by digital pencasts. (Thesis). University of Limerick. Retrieved from http://hdl.handle.net/10344/5234

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Gallagher, Jason. “A blended learning teaching approach aimed at improving post-primary students’ conceptual understanding of mathematics – a focus on algebra supported by digital pencasts.” 2016. Thesis, University of Limerick. Accessed December 13, 2019. http://hdl.handle.net/10344/5234.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Gallagher, Jason. “A blended learning teaching approach aimed at improving post-primary students’ conceptual understanding of mathematics – a focus on algebra supported by digital pencasts.” 2016. Web. 13 Dec 2019.

Vancouver:

Gallagher J. A blended learning teaching approach aimed at improving post-primary students’ conceptual understanding of mathematics – a focus on algebra supported by digital pencasts. [Internet] [Thesis]. University of Limerick; 2016. [cited 2019 Dec 13]. Available from: http://hdl.handle.net/10344/5234.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Gallagher J. A blended learning teaching approach aimed at improving post-primary students’ conceptual understanding of mathematics – a focus on algebra supported by digital pencasts. [Thesis]. University of Limerick; 2016. Available from: http://hdl.handle.net/10344/5234

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Alberta

14. Marin, Luis F. Theoretical bases of Understanding Blended Learning and Instructional Design.

Degree: MEd, Department of Educational Psychology, 2014, University of Alberta

URL: https://era.library.ualberta.ca/files/cn69m5230

► The purpose of this research is to explore how to optimize the quality of the design of a blended learning experience. This research started as… (more)

Subjects/Keywords: pre-service teachers; blended learning; instructional design

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APA (6^th Edition):

Marin, L. F. (2014). Theoretical bases of Understanding Blended Learning and Instructional Design. (Masters Thesis). University of Alberta. Retrieved from https://era.library.ualberta.ca/files/cn69m5230

Chicago Manual of Style (16^th Edition):

Marin, Luis F. “Theoretical bases of Understanding Blended Learning and Instructional Design.” 2014. Masters Thesis, University of Alberta. Accessed December 13, 2019. https://era.library.ualberta.ca/files/cn69m5230.

MLA Handbook (7^th Edition):

Marin, Luis F. “Theoretical bases of Understanding Blended Learning and Instructional Design.” 2014. Web. 13 Dec 2019.

Vancouver:

Marin LF. Theoretical bases of Understanding Blended Learning and Instructional Design. [Internet] [Masters thesis]. University of Alberta; 2014. [cited 2019 Dec 13]. Available from: https://era.library.ualberta.ca/files/cn69m5230.

Council of Science Editors:

Marin LF. Theoretical bases of Understanding Blended Learning and Instructional Design. [Masters Thesis]. University of Alberta; 2014. Available from: https://era.library.ualberta.ca/files/cn69m5230

15. Lince, Stacey W. Participatory Culture in a Hybrid Learning Environment.

Degree: School of Education, 2013, Sonoma State University

URL: http://hdl.handle.net/10211.3/119113

► Purpose of the Study: This study highlights the perspectives of graduate students and their professor in a hybrid educational technology course. The study explores what… (more)

▼ Purpose of the Study: This study highlights the perspectives of graduate students and their professor in a hybrid educational technology course. The study explores what constitutes meaningful hybrid learning experiences through students' collaboration with their peers online, how their online activities are bridged with the face-to-face classroom, and how these learning experiences allow students to connect their learning experiences to their personal and professional growth as educators. The study investigates how, if at all, a hybrid course lends itself to what Henry Jenkins, et al. (2006) coined "a participatory culture" a learning community in which members are encouraged to take risks, believe their contributions matter, and feel some degree of social connection with one another. Procedure: The data collection procedures relied upon a mixed-methods approach which included the use of pre and post course surveys, field notes, journal entries, recorded and transcribed interviews with focal students and focus group meetings, recorded and transcribed interviews with the professor of the course, and student artifacts such as screen captures of student work submitted in the course learning management system (LMS). Findings: The analysis of findings revealed the development of a participatory culture within the hybrid educational technology course was based on a number of interrelated factors: the professor's design of the course, the students' engagement with the content and interactions with peers both online and face-to-face, and the negotiation and tensions between the professor's objectives and expectations and the students' desired experiences. Conclusion: The findings demonstrate that creation of a hybrid course is a complex process that, even for an experienced teacher, does not equal immediate success. The development of a participatory culture in a graduate level hybrid course requires pedagogical choices that consider students' prior experiences, their need for dialogue and collaboration, and the ability to apply what they are learning to their praxis as educators. Advisors/Committee Members: Lince, Stacey W. (sonomaauthor).

Subjects/Keywords: blended learning

…101 viii 1 Chapter I Introduction Today, what people call learning is forced on… …in their own homes, at their own speed, in their own time, and everyone will enjoy learning… …education. Asimov's (1988) vision of teaching and learning through the use of… …allow them to direct their own learning by accessing online libraries and provide a space… …futuristic vision of teaching and learning, Asimov (1988) recognized that not all…

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APA (6^th Edition):

Lince, S. W. (2013). Participatory Culture in a Hybrid Learning Environment. (Masters Thesis). Sonoma State University. Retrieved from http://hdl.handle.net/10211.3/119113

Chicago Manual of Style (16^th Edition):

Lince, Stacey W. “Participatory Culture in a Hybrid Learning Environment.” 2013. Masters Thesis, Sonoma State University. Accessed December 13, 2019. http://hdl.handle.net/10211.3/119113.

MLA Handbook (7^th Edition):

Lince, Stacey W. “Participatory Culture in a Hybrid Learning Environment.” 2013. Web. 13 Dec 2019.

Vancouver:

Lince SW. Participatory Culture in a Hybrid Learning Environment. [Internet] [Masters thesis]. Sonoma State University; 2013. [cited 2019 Dec 13]. Available from: http://hdl.handle.net/10211.3/119113.

Council of Science Editors:

Lince SW. Participatory Culture in a Hybrid Learning Environment. [Masters Thesis]. Sonoma State University; 2013. Available from: http://hdl.handle.net/10211.3/119113

16. Camilleri, Jennifer. Blended Learning and Educational Technology: Using An Online-Digital Curriculum To Support Student Learning.

Degree: EdD Doctor of Education, Educational Leadership, 2016, National-Louis University

URL: http://digitalcommons.nl.edu/diss/224

► XYZ District has recently invested in a one-to-one technology initiative, providing each student in grades three through eight with an iPad. However, consistent integration… (more)

Subjects/Keywords: Blended Learning; Educational Technology; Educational Leadership

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APA (6^th Edition):

Camilleri, J. (2016). Blended Learning and Educational Technology: Using An Online-Digital Curriculum To Support Student Learning. (Doctoral Dissertation). National-Louis University. Retrieved from http://digitalcommons.nl.edu/diss/224

Chicago Manual of Style (16^th Edition):

Camilleri, Jennifer. “Blended Learning and Educational Technology: Using An Online-Digital Curriculum To Support Student Learning.” 2016. Doctoral Dissertation, National-Louis University. Accessed December 13, 2019. http://digitalcommons.nl.edu/diss/224.

MLA Handbook (7^th Edition):

Camilleri, Jennifer. “Blended Learning and Educational Technology: Using An Online-Digital Curriculum To Support Student Learning.” 2016. Web. 13 Dec 2019.

Vancouver:

Camilleri J. Blended Learning and Educational Technology: Using An Online-Digital Curriculum To Support Student Learning. [Internet] [Doctoral dissertation]. National-Louis University; 2016. [cited 2019 Dec 13]. Available from: http://digitalcommons.nl.edu/diss/224.

Council of Science Editors:

Camilleri J. Blended Learning and Educational Technology: Using An Online-Digital Curriculum To Support Student Learning. [Doctoral Dissertation]. National-Louis University; 2016. Available from: http://digitalcommons.nl.edu/diss/224

Universiteit Utrecht

17. Perpétua Alvino, M.L. Competências Comunicativas Interculturais: Uma pesquisa sobre a mensurabilidade de competências comunicativas interculturais com base no projecto NIFLAR.

Degree: 2012, Universiteit Utrecht

URL: http://dspace.library.uu.nl:8080/handle/1874/255975

► Dit onderzoek richt zich op de meetbaarheid van de interculturele communicatieve competentie van tweedetaalleerders in een context van blended learning. Deze studie baseert zich op… (more)

Subjects/Keywords: Interculturale communicative competence; NIFLAR project; blended learning

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APA (6^th Edition):

Perpétua Alvino, M. L. (2012). Competências Comunicativas Interculturais: Uma pesquisa sobre a mensurabilidade de competências comunicativas interculturais com base no projecto NIFLAR. (Masters Thesis). Universiteit Utrecht. Retrieved from http://dspace.library.uu.nl:8080/handle/1874/255975

Chicago Manual of Style (16^th Edition):

Perpétua Alvino, M L. “Competências Comunicativas Interculturais: Uma pesquisa sobre a mensurabilidade de competências comunicativas interculturais com base no projecto NIFLAR.” 2012. Masters Thesis, Universiteit Utrecht. Accessed December 13, 2019. http://dspace.library.uu.nl:8080/handle/1874/255975.

MLA Handbook (7^th Edition):

Perpétua Alvino, M L. “Competências Comunicativas Interculturais: Uma pesquisa sobre a mensurabilidade de competências comunicativas interculturais com base no projecto NIFLAR.” 2012. Web. 13 Dec 2019.

Vancouver:

Perpétua Alvino ML. Competências Comunicativas Interculturais: Uma pesquisa sobre a mensurabilidade de competências comunicativas interculturais com base no projecto NIFLAR. [Internet] [Masters thesis]. Universiteit Utrecht; 2012. [cited 2019 Dec 13]. Available from: http://dspace.library.uu.nl:8080/handle/1874/255975.

Council of Science Editors:

Perpétua Alvino ML. Competências Comunicativas Interculturais: Uma pesquisa sobre a mensurabilidade de competências comunicativas interculturais com base no projecto NIFLAR. [Masters Thesis]. Universiteit Utrecht; 2012. Available from: http://dspace.library.uu.nl:8080/handle/1874/255975

Nelson Mandela Metropolitan University

18. Van Heerden, Andale. Factors affecting blended learning acceptance and utilisation amongst academic staff at the Nelson Mandela Metropolitan University.

Degree: Faculty of Arts, 2014, Nelson Mandela Metropolitan University

URL: http://hdl.handle.net/10948/5098

► Blended learning constitutes a key element of the NMMU’s Vision 2020; therefore, creating the expectation that academics from the NMMU will implement and utilise blended… (more)

Subjects/Keywords: Blended learning; Education, Higher – Computer-assisted instruction

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APA (6^th Edition):

Van Heerden, A. (2014). Factors affecting blended learning acceptance and utilisation amongst academic staff at the Nelson Mandela Metropolitan University. (Thesis). Nelson Mandela Metropolitan University. Retrieved from http://hdl.handle.net/10948/5098

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Van Heerden, Andale. “Factors affecting blended learning acceptance and utilisation amongst academic staff at the Nelson Mandela Metropolitan University.” 2014. Thesis, Nelson Mandela Metropolitan University. Accessed December 13, 2019. http://hdl.handle.net/10948/5098.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Van Heerden, Andale. “Factors affecting blended learning acceptance and utilisation amongst academic staff at the Nelson Mandela Metropolitan University.” 2014. Web. 13 Dec 2019.

Vancouver:

Van Heerden A. Factors affecting blended learning acceptance and utilisation amongst academic staff at the Nelson Mandela Metropolitan University. [Internet] [Thesis]. Nelson Mandela Metropolitan University; 2014. [cited 2019 Dec 13]. Available from: http://hdl.handle.net/10948/5098.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Van Heerden A. Factors affecting blended learning acceptance and utilisation amongst academic staff at the Nelson Mandela Metropolitan University. [Thesis]. Nelson Mandela Metropolitan University; 2014. Available from: http://hdl.handle.net/10948/5098

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Exeter

19. Alebaikan, Reem A. Perceptions of blended learning in Saudi universities.

Degree: PhD, 2010, University of Exeter

URL: http://hdl.handle.net/10036/117486

► Saudi Higher Education has started to move with the international trend towards blending face-to-face with online instruction when developing new educational processes. As a contribution… (more)

▼ Saudi Higher Education has started to move with the international trend towards blending face-to-face with online instruction when developing new educational processes. As a contribution to the innovations in Saudi Higher Education, this study explores the perceptions of Saudi female lecturers and undergraduate students towards blended learning from their experience as participants in blended courses. The advantage of blended learning was recognized by the Ministry of Saudi Higher Education as a solution to the challenge of providing college education to the rapidly growing student population. As the move to a blended learning model represents a radical shift in the Saudi educational system, this study shows how Saudi students and lecturers reacted to this change and how it affected the quality of their learning and teaching experience. The objective of the study is to identify Saudi female undergraduate students’ and lecturers’ perceptions of the advantages, challenges and future of blended learning. Consequently, the key factors that influence the lecturers’ and students’ views are discussed, and recommendations for future research, strategy and practice are provided. Qualitative methods were used to obtain rich descriptive data to facilitate the exploration of the phenomena. Based on interpretative philosophy, the data was analysed in the form of explanation and interpretation of the participants’ perceptions of blended learning. The study concludes that blended learning has the potential to offer a successful learning experience in Saudi Arabia. As there are always challenges of adaptation when a new approach is employed, this research provides insight into how the challenges of implementing blended learning in Saudi Higher Education could be addressed. A theoretical blended learning framework is introduced to provide the factors that influence the implementation of blended learning. One of the major conclusions is that a blended learning environment offers Saudi females the flexibility to continue their higher education while maintaining their own cultural values and traditions.

Subjects/Keywords: 378; Blended learning : Higher education : exploratory research

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APA (6^th Edition):

Alebaikan, R. A. (2010). Perceptions of blended learning in Saudi universities. (Doctoral Dissertation). University of Exeter. Retrieved from http://hdl.handle.net/10036/117486

Chicago Manual of Style (16^th Edition):

Alebaikan, Reem A. “Perceptions of blended learning in Saudi universities.” 2010. Doctoral Dissertation, University of Exeter. Accessed December 13, 2019. http://hdl.handle.net/10036/117486.

MLA Handbook (7^th Edition):

Alebaikan, Reem A. “Perceptions of blended learning in Saudi universities.” 2010. Web. 13 Dec 2019.

Vancouver:

Alebaikan RA. Perceptions of blended learning in Saudi universities. [Internet] [Doctoral dissertation]. University of Exeter; 2010. [cited 2019 Dec 13]. Available from: http://hdl.handle.net/10036/117486.

Council of Science Editors:

Alebaikan RA. Perceptions of blended learning in Saudi universities. [Doctoral Dissertation]. University of Exeter; 2010. Available from: http://hdl.handle.net/10036/117486

University of Hong Kong

20. Natera, Karen Diane. The shift from face-to-face to blended learning in Philippine secondary schools: implications to pedagogyand policy.

Degree: MSin Information Technology in, 2013, University of Hong Kong

URL: Natera, K. D.. (2013). The shift from face-to-face to blended learning in Philippine secondary schools : implications to pedagogy and policy. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b5055912 ; http://dx.doi.org/10.5353/th_b5055912 ; http://hdl.handle.net/10722/188317

►

Selected Philippine high schools have decided to implement a blended learning program as part of its solution to address the problem of classroom shortage. This… (more)

▼

Selected Philippine high schools have decided to implement a blended learning program as part of its solution to address the problem of classroom shortage. This study investigated the differences between how teachers teach online and in face to face environments. It also looked into the policies needed to be in place if pedagogical change is expected in schools. This study employed a mixed methods research, where the qualitative data set was used to deepen survey results. A survey was designed to find out the learning activities implemented in F2F and online environments, teachers’ pedagogical beliefs and perception of pedagogical change. The survey was conducted to all eleven blended learning teachers of one school. Survey results showed that F2F activities were more student-centered than activities in the online environment. Furthermore, majority of the teachers believed that shifting to blended learning changed the way they teach. The second phase of the study involved observations of classes of four teachers in three learning environments: online, F2F and regular classes. The four teachers, the ICT coordinator and the school principal were also interviewed about their beliefs on teaching and learning, the role of technology in schools and their experience of blended learning from both the pedagogical and policy perspectives. Findings indicate that teachers leaning towards instructivist-behavioral orientations will most likely implement the same strategies in blended learning environments. They tend to view pedagogical change as being influenced by the national curriculum and student characteristics. Teachers with constructivist-cognitive perspectives implement more student-centered strategies online and viewed pedagogical change as a change in teacher roles. The availability of technology infrastructure, frequency and duration of blended learning classes were also found to be external drivers of pedagogy. From the perspective of policy, a shared vision, the national curriculum, the roles of program implementers and teacher support all influence the implementation of the blended learning program. The study recommended a review of the scheduling scheme, the practice of team teaching and training on collaborative technologies for both teachers and students. From the policy perspective, a program framework, a blended learning curriculum and evaluation standards for blended learning teachers were identified as critical support mechanisms for successful program implementation. This study argued that the introduction of technology and blended learning programs in schools should go beyond addressing the problem of classroom shortage and achievement test results. It questioned the government’s vision of educational reform and recommended a change in its perception of the role of technology in education. A change in vision, curriculum, assessments and work practices were found to be essential elements that enable lasting educational reform.

published_or_final_version

Education

Master

Master of…

Subjects/Keywords: Blended learning - Philippines.; Internet in education - Philippines.

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Natera, K. D. (2013). The shift from face-to-face to blended learning in Philippine secondary schools: implications to pedagogyand policy. (Masters Thesis). University of Hong Kong. Retrieved from Natera, K. D.. (2013). The shift from face-to-face to blended learning in Philippine secondary schools : implications to pedagogy and policy. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b5055912 ; http://dx.doi.org/10.5353/th_b5055912 ; http://hdl.handle.net/10722/188317

Chicago Manual of Style (16^th Edition):

Natera, Karen Diane. “The shift from face-to-face to blended learning in Philippine secondary schools: implications to pedagogyand policy.” 2013. Masters Thesis, University of Hong Kong. Accessed December 13, 2019. Natera, K. D.. (2013). The shift from face-to-face to blended learning in Philippine secondary schools : implications to pedagogy and policy. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b5055912 ; http://dx.doi.org/10.5353/th_b5055912 ; http://hdl.handle.net/10722/188317.

MLA Handbook (7^th Edition):

Natera, Karen Diane. “The shift from face-to-face to blended learning in Philippine secondary schools: implications to pedagogyand policy.” 2013. Web. 13 Dec 2019.

Vancouver:

Natera KD. The shift from face-to-face to blended learning in Philippine secondary schools: implications to pedagogyand policy. [Internet] [Masters thesis]. University of Hong Kong; 2013. [cited 2019 Dec 13]. Available from: Natera, K. D.. (2013). The shift from face-to-face to blended learning in Philippine secondary schools : implications to pedagogy and policy. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b5055912 ; http://dx.doi.org/10.5353/th_b5055912 ; http://hdl.handle.net/10722/188317.

Council of Science Editors:

Natera KD. The shift from face-to-face to blended learning in Philippine secondary schools: implications to pedagogyand policy. [Masters Thesis]. University of Hong Kong; 2013. Available from: Natera, K. D.. (2013). The shift from face-to-face to blended learning in Philippine secondary schools : implications to pedagogy and policy. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b5055912 ; http://dx.doi.org/10.5353/th_b5055912 ; http://hdl.handle.net/10722/188317

University of Manchester

21. De Stefani, Sofia Magdalena. Exploring the possible : empowering English language teachers in provincial Uruguay through blended learning.

Degree: PhD, 2012, University of Manchester

URL: https://www.research.manchester.ac.uk/portal/en/theses/exploring-the-possible-empowering-english-language-teachers-in-provincial-uruguay-through-blended-learning(6ac02b10-91d1-4f5e-ae37-27ef417823d7).html ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.568584

► This action research study explores the role of blended learning as a tool for the professional empowerment of teachers of English as a foreign language… (more)

▼ This action research study explores the role of blended learning as a tool for the professional empowerment of teachers of English as a foreign language in provincial and rural areas of Uruguay. Specifically, a three-year blended teacher development programme designed to facilitate professional empowerment by integrating face-to-face and online learning opportunities is examined through Garrison, Anderson and Archer’s (2000) Community of Inquiry framework as well as through Kumaravadivelu’s (2001, 2006b) Postmethod parameters of particularity, practicality and possibility. Findings suggest that blended learning can facilitate the professional empowerment of teachers in geographically-removed areas by fostering their movement towards higher levels of cognitive thinking. The teaching, social and cognitive activity in a blended setting is distributed over the face-to-face and online learning arenas, with the teaching and cognitive ‘presences’ being embedded in the social. While the highest levels of cognitive activity are rarely visible in participants’ virtual discourse, this discourse refers to other environments where cognitive activity is more clearly evidenced, such as participants’ assessed work and classroom practices. In short, the Community of Inquiry parameters offer a lens through which to visualise effective course design and pedagogy for teacher education in this context, by providing a language to articulate what is particular about the setting, what participants perceive as practical and ultimately what is possible for them to achieve in terms of empowerment and emancipation. These parameters are explored through the examination of the whole-group processes as well as the in-depth analysis of two participants’ individual journeys. This study also foregrounds the complexity and richness of action research, especially in terms of the multiplicity of roles determined by the researcher’s immersion in the field, and highlights the need for extensive reflexivity. The academic, professional and situated contributions indicated above are identified, as is the potential for further research in this and other similar settings.

Subjects/Keywords: 370.71; Teacher Development; Blended Learning; TESOL

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APA (6^th Edition):

De Stefani, S. M. (2012). Exploring the possible : empowering English language teachers in provincial Uruguay through blended learning. (Doctoral Dissertation). University of Manchester. Retrieved from https://www.research.manchester.ac.uk/portal/en/theses/exploring-the-possible-empowering-english-language-teachers-in-provincial-uruguay-through-blended-learning(6ac02b10-91d1-4f5e-ae37-27ef417823d7).html ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.568584

Chicago Manual of Style (16^th Edition):

De Stefani, Sofia Magdalena. “Exploring the possible : empowering English language teachers in provincial Uruguay through blended learning.” 2012. Doctoral Dissertation, University of Manchester. Accessed December 13, 2019. https://www.research.manchester.ac.uk/portal/en/theses/exploring-the-possible-empowering-english-language-teachers-in-provincial-uruguay-through-blended-learning(6ac02b10-91d1-4f5e-ae37-27ef417823d7).html ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.568584.

MLA Handbook (7^th Edition):

De Stefani, Sofia Magdalena. “Exploring the possible : empowering English language teachers in provincial Uruguay through blended learning.” 2012. Web. 13 Dec 2019.

Vancouver:

De Stefani SM. Exploring the possible : empowering English language teachers in provincial Uruguay through blended learning. [Internet] [Doctoral dissertation]. University of Manchester; 2012. [cited 2019 Dec 13]. Available from: https://www.research.manchester.ac.uk/portal/en/theses/exploring-the-possible-empowering-english-language-teachers-in-provincial-uruguay-through-blended-learning(6ac02b10-91d1-4f5e-ae37-27ef417823d7).html ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.568584.

Council of Science Editors:

De Stefani SM. Exploring the possible : empowering English language teachers in provincial Uruguay through blended learning. [Doctoral Dissertation]. University of Manchester; 2012. Available from: https://www.research.manchester.ac.uk/portal/en/theses/exploring-the-possible-empowering-english-language-teachers-in-provincial-uruguay-through-blended-learning(6ac02b10-91d1-4f5e-ae37-27ef417823d7).html ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.568584

Central Connecticut State University

22. Lindberg, Rachel Ann, 1989-. Does Online Course Enhancement Contribute to Learning and Social Connectivity?.

Degree: Department of Psychology, 2015, Central Connecticut State University

URL: http://content.library.ccsu.edu/u?/ccsutheses,2209

► Computer-mediated communication may be used to create group membership and develop a sense of community between users. Combining the advantages of availability of information and… (more)

▼ Computer-mediated communication may be used to create group membership and develop a sense of community between users. Combining the advantages of availability of information and peer support, online communities demonstrate a variety of cognitive and social benefits. Users of online self-help groups make use of discussion forums to seek information and emotional support from others (Finn, 1999) whereas those in the gaming community enjoy the ability to build new relationships while maintaining old ones (Sublette & Mullan, 2012; Williams, Caplan, & Xiong, 2007). In recent years, many universities have started offering distance learning through web-based online courses. Critics of this approach are concerned with the state of traditional classroom lectures and discussions, fearing that face-to-face interaction may disappear (Cusumano, 2013). Therefore, hybrid and blended courses may help to combine the social benefits of face-to-face interaction with the advantages of online enhanced learning (El-Gayar & Dennis, 2005) through interactive elements such as discussion forums which allow students to connect with their peers and analyze course material over time. Social connectivity may develop between students through participation in such online forums, serving as both a consequence of, and motivation to continue, participation in forums. However, individual preference for face-to-face over online communication and personality (e.g., extroversion) may affect student participation in blended learning courses, contributing to individual variation in social rewards. The present study examined the academic and social benefits of blended learning by comparing two sections of an undergraduate research method course in psychology, one of which included online enhancements that are considered to be “blended” style (e.g., online discussion forums). According to the emotional interest hypothesis (Mayer, Heiser, & Lonn, 2001) adding visually stimulating information through online enhancements that support course concepts will increase enjoyment and attention to course material. Thus, students in the blended learning section were hypothesized to perform better academically than students in the traditional lecture style section. The social psychological theory of group identity and interpersonal bonds (Ren et al., 2012) suggests that an online discussion forum will work to increase group identity and interpersonal bonds between the students, creating a shared community and increasing social connectivity. Furthermore, the social uses and gratifications theory (Sepp, Liljander, & Gummerus, 2011) posits that computer-mediated communication as used in the present study fulfills individual social gratifications. Therefore, students in the blended learning section were hypothesized to feel more socially connected than students in the traditional lecture style section. As social connectedness may have a give and take relationship with communication use, meaningfulness or quality of forum posts was expected to positively correlate with social… Advisors/Committee Members: Waite, Bradley W..

Subjects/Keywords: Academic achievement.; Blended learning.; Belonging (Social psychology)

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APA (6^th Edition):

Lindberg, Rachel Ann, 1. (2015). Does Online Course Enhancement Contribute to Learning and Social Connectivity?. (Thesis). Central Connecticut State University. Retrieved from http://content.library.ccsu.edu/u?/ccsutheses,2209

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Lindberg, Rachel Ann, 1989-. “Does Online Course Enhancement Contribute to Learning and Social Connectivity?.” 2015. Thesis, Central Connecticut State University. Accessed December 13, 2019. http://content.library.ccsu.edu/u?/ccsutheses,2209.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Lindberg, Rachel Ann, 1989-. “Does Online Course Enhancement Contribute to Learning and Social Connectivity?.” 2015. Web. 13 Dec 2019.

Vancouver:

Lindberg, Rachel Ann 1. Does Online Course Enhancement Contribute to Learning and Social Connectivity?. [Internet] [Thesis]. Central Connecticut State University; 2015. [cited 2019 Dec 13]. Available from: http://content.library.ccsu.edu/u?/ccsutheses,2209.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Lindberg, Rachel Ann 1. Does Online Course Enhancement Contribute to Learning and Social Connectivity?. [Thesis]. Central Connecticut State University; 2015. Available from: http://content.library.ccsu.edu/u?/ccsutheses,2209

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Southern California

23. Panagos, Jennifer. Blended learning: developing flexibility in education through internal innovation.

Degree: EdD, Education (Leadership), 2014, University of Southern California

URL: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/433545/rec/1136

► This study uses the lens of transaction cost economics (TCE) to understand the decision‐making process and resources that need to exist within the hierarchy of… (more)

Subjects/Keywords: blended learning; internal innovation; transaction cost economics

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APA (6^th Edition):

Panagos, J. (2014). Blended learning: developing flexibility in education through internal innovation. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/433545/rec/1136

Chicago Manual of Style (16^th Edition):

Panagos, Jennifer. “Blended learning: developing flexibility in education through internal innovation.” 2014. Doctoral Dissertation, University of Southern California. Accessed December 13, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/433545/rec/1136.

MLA Handbook (7^th Edition):

Panagos, Jennifer. “Blended learning: developing flexibility in education through internal innovation.” 2014. Web. 13 Dec 2019.

Vancouver:

Panagos J. Blended learning: developing flexibility in education through internal innovation. [Internet] [Doctoral dissertation]. University of Southern California; 2014. [cited 2019 Dec 13]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/433545/rec/1136.

Council of Science Editors:

Panagos J. Blended learning: developing flexibility in education through internal innovation. [Doctoral Dissertation]. University of Southern California; 2014. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/433545/rec/1136

24. Johnson, Rowan Farrington. Student attitudes toward blended and online courses: a comparison of students in traditional classroom writing environments and students in blended writing environments.

Degree: 2013, University of Tennessee – Chattanooga

URL: https://scholar.utc.edu/theses/302

► This study presents a mixed methods investigation of student attitudes toward blended and online courses. Specifically, the study compares two groups of university freshmen writing… (more)

▼ This study presents a mixed methods investigation of student attitudes toward blended and online courses. Specifically, the study compares two groups of university freshmen writing students. These groups respectively took writing classes in traditional classroom environments (without individual computers for each student in the classroom) and in blended classroom environments (with individual computers for each student in the classroom). The research questions were the following: RQ1: What are some of the general prevailing student attitudes toward blended classroom environments and online classroom environments? RQ2: If students take writing courses in a blended environment, will their attitudes toward blended and online education differ from the attitudes of students who only take traditional writing courses? RQ3: Will students who take blended writing courses have more favorable attitudes toward blended and online learning than students who do not take writing courses in blended environments? To answer the above research questions, a set of specific questions was presented as part of a survey to the students in both groups. Also, some qualitative data were generated in response to three open-ended questions about blended and online courses. The survey results were analyzed statistically and the qualitative data were subjected to corpus analysis and specific interpretation. Overall, the attitudes expressed by the students in this research suggest that there are some major differences between student groups in terms of their general attitudes to blended and online learning. The quantitative analysis showed statistically significant support for the idea that students with previous experience in blended classrooms have more favorable attitudes toward blended and online courses than students without previous experience in blended classrooms. The qualitative results showed a wide range of expressive and divergent opinions among all of the respondents, and the results also provided revealing answers to the research questions. Advisors/Committee Members: Rausch, David W., Crawford, Elizabeth K., Tucker, James, Wilferth, Joseph, College of Health, Education, and Professional Studies.

Subjects/Keywords: Computer-assisted instruction – Evaluation; Blended learning – Evaluation

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APA (6^th Edition):

Johnson, R. F. (2013). Student attitudes toward blended and online courses: a comparison of students in traditional classroom writing environments and students in blended writing environments. (Doctoral Dissertation). University of Tennessee – Chattanooga. Retrieved from https://scholar.utc.edu/theses/302

Chicago Manual of Style (16^th Edition):

Johnson, Rowan Farrington. “Student attitudes toward blended and online courses: a comparison of students in traditional classroom writing environments and students in blended writing environments.” 2013. Doctoral Dissertation, University of Tennessee – Chattanooga. Accessed December 13, 2019. https://scholar.utc.edu/theses/302.

MLA Handbook (7^th Edition):

Johnson, Rowan Farrington. “Student attitudes toward blended and online courses: a comparison of students in traditional classroom writing environments and students in blended writing environments.” 2013. Web. 13 Dec 2019.

Vancouver:

Johnson RF. Student attitudes toward blended and online courses: a comparison of students in traditional classroom writing environments and students in blended writing environments. [Internet] [Doctoral dissertation]. University of Tennessee – Chattanooga; 2013. [cited 2019 Dec 13]. Available from: https://scholar.utc.edu/theses/302.

Council of Science Editors:

Johnson RF. Student attitudes toward blended and online courses: a comparison of students in traditional classroom writing environments and students in blended writing environments. [Doctoral Dissertation]. University of Tennessee – Chattanooga; 2013. Available from: https://scholar.utc.edu/theses/302

25. Guay, Carol. Encouraging deep learning in a blended environment: A study of instructional design approaces.

Degree: 2013, Athabasca University

URL: http://hdl.handle.net/10791/31

►

This qualitative research study seeks to answer the question: Which instructional design approaches for blended learning encourage deep learning? This grounded theory research captures the… (more)

Subjects/Keywords: Instructional Design; Blended; Deep Learning; Approaches

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APA (6^th Edition):

Guay, C. (2013). Encouraging deep learning in a blended environment: A study of instructional design approaces. (Thesis). Athabasca University. Retrieved from http://hdl.handle.net/10791/31

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Guay, Carol. “Encouraging deep learning in a blended environment: A study of instructional design approaces.” 2013. Thesis, Athabasca University. Accessed December 13, 2019. http://hdl.handle.net/10791/31.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Guay, Carol. “Encouraging deep learning in a blended environment: A study of instructional design approaces.” 2013. Web. 13 Dec 2019.

Vancouver:

Guay C. Encouraging deep learning in a blended environment: A study of instructional design approaces. [Internet] [Thesis]. Athabasca University; 2013. [cited 2019 Dec 13]. Available from: http://hdl.handle.net/10791/31.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Guay C. Encouraging deep learning in a blended environment: A study of instructional design approaces. [Thesis]. Athabasca University; 2013. Available from: http://hdl.handle.net/10791/31

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Open Universiteit Nederland

26. Menko, Robbert. Hoe wordt blended learning ondersteund door de ICT-afdelingen in het hoger onderwijs? .

Degree: 2015, Open Universiteit Nederland

URL: http://hdl.handle.net/1820/6014

► Met de komst van blended learning wordt meer technologie in het onderwijs ingezet en krijgen docenten meer te maken met de ICT-afdeling. De kans bestaat… (more)

Subjects/Keywords: blended learning; ICT-afdeling; ondersteuning; hoger onderwijs

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APA (6^th Edition):

Menko, R. (2015). Hoe wordt blended learning ondersteund door de ICT-afdelingen in het hoger onderwijs? . (Masters Thesis). Open Universiteit Nederland. Retrieved from http://hdl.handle.net/1820/6014

Chicago Manual of Style (16^th Edition):

Menko, Robbert. “Hoe wordt blended learning ondersteund door de ICT-afdelingen in het hoger onderwijs? .” 2015. Masters Thesis, Open Universiteit Nederland. Accessed December 13, 2019. http://hdl.handle.net/1820/6014.

MLA Handbook (7^th Edition):

Menko, Robbert. “Hoe wordt blended learning ondersteund door de ICT-afdelingen in het hoger onderwijs? .” 2015. Web. 13 Dec 2019.

Vancouver:

Menko R. Hoe wordt blended learning ondersteund door de ICT-afdelingen in het hoger onderwijs? . [Internet] [Masters thesis]. Open Universiteit Nederland; 2015. [cited 2019 Dec 13]. Available from: http://hdl.handle.net/1820/6014.

Council of Science Editors:

Menko R. Hoe wordt blended learning ondersteund door de ICT-afdelingen in het hoger onderwijs? . [Masters Thesis]. Open Universiteit Nederland; 2015. Available from: http://hdl.handle.net/1820/6014

Rochester Institute of Technology

27. Bilowus, Matthew. How online learning can benefit deaf and heard of hearing people.

Degree: Information Sciences and Technologies (GCCIS), 2013, Rochester Institute of Technology

URL: https://scholarworks.rit.edu/theses/5750

► Online learning can be used for those who are not able to physically attend classes. Rapid expansion of online tools and technologies make online learning… (more)

Subjects/Keywords: Blended; Deaf; Distance; Hearing; Learning; Online

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APA (6^th Edition):

Bilowus, M. (2013). How online learning can benefit deaf and heard of hearing people. (Thesis). Rochester Institute of Technology. Retrieved from https://scholarworks.rit.edu/theses/5750

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Bilowus, Matthew. “How online learning can benefit deaf and heard of hearing people.” 2013. Thesis, Rochester Institute of Technology. Accessed December 13, 2019. https://scholarworks.rit.edu/theses/5750.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Bilowus, Matthew. “How online learning can benefit deaf and heard of hearing people.” 2013. Web. 13 Dec 2019.

Vancouver:

Bilowus M. How online learning can benefit deaf and heard of hearing people. [Internet] [Thesis]. Rochester Institute of Technology; 2013. [cited 2019 Dec 13]. Available from: https://scholarworks.rit.edu/theses/5750.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Bilowus M. How online learning can benefit deaf and heard of hearing people. [Thesis]. Rochester Institute of Technology; 2013. Available from: https://scholarworks.rit.edu/theses/5750

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Montana State University

28. Knight, Ann Elizabeth. Flipping elementary professional development : providing time and flexibility to learn inquiry science.

Degree: Graduate School, 2016, Montana State University

URL: https://scholarworks.montana.edu/xmlui/handle/1/10064

► Elementary science educators in Katy Independent School District voiced concerns that there simply is not enough time to participate in professional development. Teachers claimed district-provided… (more)

Subjects/Keywords: Elementary school teachers.; Career development.; Blended learning.

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APA (6^th Edition):

Knight, A. E. (2016). Flipping elementary professional development : providing time and flexibility to learn inquiry science. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/10064

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Knight, Ann Elizabeth. “Flipping elementary professional development : providing time and flexibility to learn inquiry science.” 2016. Thesis, Montana State University. Accessed December 13, 2019. https://scholarworks.montana.edu/xmlui/handle/1/10064.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Knight, Ann Elizabeth. “Flipping elementary professional development : providing time and flexibility to learn inquiry science.” 2016. Web. 13 Dec 2019.

Vancouver:

Knight AE. Flipping elementary professional development : providing time and flexibility to learn inquiry science. [Internet] [Thesis]. Montana State University; 2016. [cited 2019 Dec 13]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/10064.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Knight AE. Flipping elementary professional development : providing time and flexibility to learn inquiry science. [Thesis]. Montana State University; 2016. Available from: https://scholarworks.montana.edu/xmlui/handle/1/10064

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Sydney

29. Thibaut Paez, Patricia A. LITERACY AND LEARNING ACROSS PHYSICAL AND DIGITAL SPACES: A CASE STUDY IN A BLENDED PRIMARY CLASSROOM .

Degree: 2015, University of Sydney

URL: http://hdl.handle.net/2123/13951

► In light of technological innovations, schools are increasingly adopting digital tools and promoting online spaces for learning. Consequently, the shape of teaching and learning is… (more)

Subjects/Keywords: primary classroom; blended learning; social network sites

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APA (6^th Edition):

Thibaut Paez, P. A. (2015). LITERACY AND LEARNING ACROSS PHYSICAL AND DIGITAL SPACES: A CASE STUDY IN A BLENDED PRIMARY CLASSROOM . (Thesis). University of Sydney. Retrieved from http://hdl.handle.net/2123/13951

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Thibaut Paez, Patricia A. “LITERACY AND LEARNING ACROSS PHYSICAL AND DIGITAL SPACES: A CASE STUDY IN A BLENDED PRIMARY CLASSROOM .” 2015. Thesis, University of Sydney. Accessed December 13, 2019. http://hdl.handle.net/2123/13951.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Thibaut Paez, Patricia A. “LITERACY AND LEARNING ACROSS PHYSICAL AND DIGITAL SPACES: A CASE STUDY IN A BLENDED PRIMARY CLASSROOM .” 2015. Web. 13 Dec 2019.

Vancouver:

Thibaut Paez PA. LITERACY AND LEARNING ACROSS PHYSICAL AND DIGITAL SPACES: A CASE STUDY IN A BLENDED PRIMARY CLASSROOM . [Internet] [Thesis]. University of Sydney; 2015. [cited 2019 Dec 13]. Available from: http://hdl.handle.net/2123/13951.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Thibaut Paez PA. LITERACY AND LEARNING ACROSS PHYSICAL AND DIGITAL SPACES: A CASE STUDY IN A BLENDED PRIMARY CLASSROOM . [Thesis]. University of Sydney; 2015. Available from: http://hdl.handle.net/2123/13951

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Open Universiteit Nederland

30. de Jong, Diana. Facebook in de Learning Blend als ‘Scaffold’ om de Motivatie te Verhogen in het Hoger Beroepsonderwijs.

Degree: Master, Welten Institute, 2018, Open Universiteit Nederland

URL: http://hdl.handle.net/1820/44522cd6-ec82-4929-a1ee-8dcf6f16dfff

► Twee belangrijke uitdagingen voor het huidige onderwijs komen samen in dit onderzoek: lerenden gemotiveerd houden enerzijds en het effectief toepassen van technologie in het onderwijs… (more)

▼ Twee belangrijke uitdagingen voor het huidige onderwijs komen samen in dit onderzoek: lerenden gemotiveerd houden enerzijds en het effectief toepassen van technologie in het onderwijs anderzijds. Motivatie, of liever gezegd het gebrek eraan, is in vrijwel het hele westerse onderwijs een toenemend probleem en digitale technologie en social media spelen hierin een duidelijke rol (Nelis & Van Sark, 2014; van der Schuur, Baumgartner, Sumter, & Valkenburg, 2015). Als technologie en social media echter effectief worden ingezet, kunnen ze ook een positief effect op de motivatie hebben (Martens, 2017). Het doel van dit onderzoek is om na te gaan of de combinatie van werkcolleges en een vorm van digitaal afstandsonderwijs het gevoel van competentie en verbondenheid bij studenten vergroot en daarmee ook een positieve invloed op hun intrinsieke motivatie heeft. De Self Determination Theory (Deci & Ryan, 1980, 2000; Ryan & Deci, 2000) dient als theoretische basis. Volgens deze theorie heeft elk mens een natuurlijke nieuwsgierigheid en een aangeboren neiging naar groei en ontwikkeling. Dit komt van binnenuit en je kunt deze intrinsieke motivatie alleen begrijpen als je de volgende drie domeinen erbij betrekt: competentie, autonomie en sociale verbondenheid. Deze mixed methods studie vond plaats bij het Amsterdam Fashion Institute (Hogeschool van Amsterdam), waar vier propedeuseklassen tijdens de module Scenarioschrijven aan het experiment deelnamen. Twee klassen (N = 40) volgden de module in de reguliere vorm (vijf wekelijkse colleges) en twee klassen (N = 40) in een blended learning vorm (vijf wekelijkse colleges en gedurende de module toegang tot een besloten en door de docent gemodereerde Facebookgroep). Na afloop van de module werd in alle klassen een vragenlijst afgenomen, gebaseerd op de post-experimental Intrinsic Motivation Inventory, oorspronkelijk ontwikkeld door Ryan (1982). Hiermee werden de ervaren competentie, verbondenheid en intrinsieke motivatie tijdens de module in kaart gebracht. Daarnaast werd een focusgroepinterview afgenomen met vier respondenten van de experimentele groep en vier respondenten van de controlegroep. Uit de twee Independent-Samples T-Tests bleek dat het gemiddelde gevoel van competentie en het gemiddelde gevoel van verbondenheid bij de blended learning groep significant hoger was dan bij de controlegroep. Uit de meervoudige regressieanalyse bleek dat het regressiemodel een significante voorspelling geeft van de gemeten motivatie tijdens de module. Twee enkelvoudige regressieanalyses brachten vervolgens de afzonderlijke effecten in kaart. Beide predictorvariabelen ‘gevoel van competentie’ en ‘gevoel van verbondenheid’ hebben een significante invloed op de ervaren motivatie. Uit de resultaten kan geconcludeerd worden dat het gevoel van competentie, verbondenheid en de hieruit voortvloeiende motivatie significant samenhangen met de opzet van de module. De Facebookgroep in de learning blend speelde een duidelijke rol in het positief beïnvloeden van deze drie variabelen. De…

Subjects/Keywords: motivatie; blended learning; social media; hoger onderwijs

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

de Jong, D. (2018). Facebook in de Learning Blend als ‘Scaffold’ om de Motivatie te Verhogen in het Hoger Beroepsonderwijs. (Masters Thesis). Open Universiteit Nederland. Retrieved from http://hdl.handle.net/1820/44522cd6-ec82-4929-a1ee-8dcf6f16dfff

Chicago Manual of Style (16^th Edition):

de Jong, Diana. “Facebook in de Learning Blend als ‘Scaffold’ om de Motivatie te Verhogen in het Hoger Beroepsonderwijs.” 2018. Masters Thesis, Open Universiteit Nederland. Accessed December 13, 2019. http://hdl.handle.net/1820/44522cd6-ec82-4929-a1ee-8dcf6f16dfff.

MLA Handbook (7^th Edition):

de Jong, Diana. “Facebook in de Learning Blend als ‘Scaffold’ om de Motivatie te Verhogen in het Hoger Beroepsonderwijs.” 2018. Web. 13 Dec 2019.

Vancouver:

de Jong D. Facebook in de Learning Blend als ‘Scaffold’ om de Motivatie te Verhogen in het Hoger Beroepsonderwijs. [Internet] [Masters thesis]. Open Universiteit Nederland; 2018. [cited 2019 Dec 13]. Available from: http://hdl.handle.net/1820/44522cd6-ec82-4929-a1ee-8dcf6f16dfff.

Council of Science Editors:

de Jong D. Facebook in de Learning Blend als ‘Scaffold’ om de Motivatie te Verhogen in het Hoger Beroepsonderwijs. [Masters Thesis]. Open Universiteit Nederland; 2018. Available from: http://hdl.handle.net/1820/44522cd6-ec82-4929-a1ee-8dcf6f16dfff

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