Instructor experiences with implementing technology in blended learning courses in higher education
Reliabilities for subscales fall between 0. The descriptive statistics such as mean and standard deviation for all variables in the study were attained.
Further, interviews with focus group were recorded and transcribed. With a continuous comparative approach and content analysis, patterns, themes and categories were identified and grouped together. To triangulate, these themes were then compared with the result of survey open ended questions. Findings and Discussion. This section presents the results of blended learning approach in the organizational behavior course undertaken by students of second year of business under graduation program. Past studies have shown that eLearning platforms often give similar performance as of conventional face-to face method Cook et.
For section A test group , the following changes were made to the tradition course in order to incorporate blended learning:. Profile of participants. The test group Section A consists of thirty students with diverse skills, studying the undergraduate degree in business education at a private women university in Saudi Arabia.
All students of test group were informed about the project and were asked for consent for their data to be used in a study. Table 1 depicts the brief profile of participating students. As it is a case of women university, all participants are female. Approximately, 77 percent of respondents were below the age of 20 years. Only three students were married which represents 10 percent of the whole sample.
Almost 76 percent of respondents were from the local city of Riyadh Saudi Arabia while 23 percent were from neighboring countries like Yemen, Egypt and Sudan. Table 1: Profile of participants. Descriptive statistics. The evaluation of findings draws on the data from the practical experience of students on the course and real time data from LMS logs. The survey scores suggest that the students were highly engaged while they were performing activities online. However, the emotional engagement was found to be Data from the survey clearly depict that the applied approach was successful in enhancing engagement; both affective and cognitive.
Table 2 : Description of variables. LMS data and findings. The activities on LMS ranged from forum discussions, online quizzes, chat rooms, online assignment submission, glossary, flipped class sessions, videos etc. The activities actually provoked their attention and engagement as students could interact with each other online rather than only accessing handouts and power point slides.
Table 3 depicts the range of activities on LMS. These data were compared and analyzed for sixteen weeks. Table 4 shows the assessment components of the course, their timing in 16 weeks. There is seen a direct association between the timings of assessment especially online assessment activities and the pattern of usage on LMS. Moreover, the quality of contribution in discussion forum was also found to be of a good standard. The achievement of the overall course learning outcomes for the control section was 67 percent Section B whereas when measured for the test section it was not very high, however, it scored more than the control group, 71 percent Section A.
The results imply that students were motivated; they enjoyed a higher level of flexibility and had a sense of belongingness throughout the course learning. Students were highly satisfied with the blended learning approach and activities on LMS as they mentioned in the focus group interview that the strength of this approach according to their perspective include the convenience of it, it is accessible anywhere, at any time with instant feedback.
I would like other courses to be like this one, with interesting and interactive activities on LMS, very informative and engaging course activities. The above comments suggest that students perceived high value in this course delivery method. In addition, the researcher realized that the current generation is techy-savvy and likes to use advanced technology, therefore, if we channelize their energy in a right direction through the use of blended learning using advanced technology , they can really produce great results.
Based on the results from the survey, focus group interview and LMS records, it is established that blended learning approach was successful in engaging students inside and outside the classrooms. Challenges in implementing B-learning. Like any other innovative approach, the implementation of blended learning in higher education would face some challenges. McAllister, L.
Powell, A. Comparing K online and blended teaching competencies: a literature review. Is higher education teaching teachers to blend? Preliminary research reveals 5 trends To answer this question my colleague Jackie Jolly and I sent a survey to university administrators, deans, and faculty throughout the U.
Benefits to faculty
Only 2 institutions had full programs that explicitly prepared future school leaders for leading a blended school. This could be due to education technology being covered in other methods courses and integrated throughout the student experience. Looking ahead Based on the preliminary findings, future research could further explore what kind of online, blended, and technology-rich experiences preservice teachers receive as part of their career preparation.
Research questions could include: First, which teacher colleges are using blended teaching as their delivery medium school-wide? Conclusion The survey is simply the first step in understanding the ways in which higher education is addressing blended teaching skills. References Archambault, L. Blended learning experience survey quantitative question responses. Table 4. Blended learning experience survey open-end question responses.samarahclinic.com/modules/prison/ppl-dating-affiliate.php
What are the Benefits of Blended Learning? | Online Digital Marketing Courses
In addition, course structure was perceived relatively clearer in overall experience compared to the pilot course, indicating improved course design. While mostly positive, the students were least satisfied with the system availability the same as the pilot course.
Although communication with the instructor may have suffered compared to the pilot course, on the other hand, richness of the content and the course load has relatively improved compared to the pilot course. The response also indicates the improved course design. Even though the responses imply the improved course design, they still feel that system availability is not enough, and due to reduced seminar hours, communication with the instructor has suffered.
Open-end question responses reveal that the students were very satisfied with the blended learning course. They felt that they reached the learning goals of each chapter. Students felt that the system was easy to use and instructions were clear. In the pilot course the instructor had to give a lot of feedback and that made students extremely happy.
In this revised course, with mostly automatic feedback instead of instructor feedback, students were still very happy with the grading. Reasons for supporting blended learning were: ease of use, opportunities for review, more effectiveness etc. The students feel that there were more opportunities to review and prepare for the seminar.
Students also had opportunities to resubmit the assignments and get feedback from the instructor. Additionally, they could study even when sick or absent etc. The students feel that they have skills to succeed in the subsequent blended courses. Based on these results, it can be said that blended learning approach should be used in teacher training and supporting in-service teachers especially preparing for the teaching credential examinations. The teachers can study the materials by themselves, collaborate with other teachers both online and face-to-face and can have support sessions by correspondence or face-to-face when possible.
Blended learning would provide more opportunities to study and review and more flexibility for in-service teachers. Next, student performances of blended and traditional classes are compared. Both midterm and final examination were taken by 23 blended learning students and 26 traditional class students.
Even though midterm results are similar, blended class final exam mean score is better than the traditional class see Table 5. Furthermore, individual student grades show that all but one student improved their grade in the final exam. Table 6 shows the mean improvement in both blended and traditional class. It shows that students in blended class improved from midterm examinations to final examinations more than the traditional class students.
Moodle study logs were downloaded from the server as Excel sheets after the completion of the blended course and analyzed in Excel by multiple regression analysis. Table 7 , Table 8 and Figure 3 show the regression analysis of Moodle grade average and improvement from midterm to final paper-based exam. The results show that there is some correlation between Moodle achievements and paper-based examination achievements.
Table 5. Descriptive statistics of the student achievement in Paper-based topic examinations. Table 6. Descriptive statistics of the student improvement in Paper-based topic examinations. Table 7. Regression analysis of Moodle grade average and student improvement. Table 8. Analysis of variance.
Is higher education teaching teachers to blend?
Figure 3. Regression of Moodle grades and grade improvement in paper-based exams. The results show that the goal of improving quality of the blended course and reducing the instructor workload has been achieved. Quality in higher education would help reduce poverty, increase employment, and make better work force for the employment market in developing countries.
- Integral Urbanism.
- Potential Impact of Blended Learning on Teacher Education in Mongolia.
- Learning to Teach a Blended Course in a Teacher Preparation Program!
I believe that this research not only contributes to the overall research in higher education quality assurance, but also can be used as a guide to improve quality in higher education in other developing countries with similar problems. Blended learning can potentially be used for supporting GEU alumni as well as other teachers working as in-service teachers in remote locations and improve quality in higher education. Although the research has reached its aims, there were some limitations. First, the population of the experimental group is small, and might not represent the majority of the students.
Second, even though the blended learning experience survey shows high level of satisfaction with the blended course, some items have high variance, meaning some participants were quite dissatisfied. Third, even though there are some correlations between Moodle grades and paper based examination improvements, the support could be a little weak due to small number of participants. Future research should be done with student recommended courses with bigger number of participants in similar settings.
Furthermore, since most of the participants are graduating soon, further study should be done if participating in blended learning class had positive impact for the learning skills and if the experience has any potential to impact their competence as in-service teachers. This study examined the potentials of blended learning to achieve better quality in higher education. Blended learning class students had high satisfaction because of reasons such as more acquired skills, more independent study and collaboration, more flexibility and more opportunities to review before face-to-face classes.
Results show that blended class could achieve better grades than traditional class, with higher proportion of the students with satisfactory grade. Students expressed that they would like more blended courses in the future, despite concerns about laboratory and network environment.
The instructor time was used more efficiently and she feels that students acquired more skills in the blended class. This research result shows that blended learning implementation can improve quality of education, benefiting both students and instructors, becoming positive impact for not only this college but also for higher education and teacher training in Mongolia.
These findings show that blended learning can be used for in-service teacher training in Mongolia to achieve better quality and more flexibility for the teachers, especially in remote areas. White paper on ICT development Mongolia pp. Mongolia Interpress. Learning foreign language through an interactive multimedia program: An experimental study on the effects of the relevance component of the ARCS model. The Internet and Higher Education, 8, The Internet and Higher Education, 7, Studies in Higher Education, 27,