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Author: Myoungsook Kim
Publisher:
ISBN:
Category :
Languages : en
Pages : 362
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Book Description
This study explored changes in goal orientations throughout the semester that might be influenced by self efficacy and a sense of classroom community in hybrid courses in which course management systems (CMS) were used. A hybrid course is distinguished from a traditional face-to-face classroom in that there is an extension of the class, and students interact online in addition to face-to-face. Data were gathered from 14 hybrid courses two times during a semester, once at the beginning of the semester and once again at the end, and were analyzed using structural equation modeling (SEM) to investigate the relationships among the variables. Overall, the results indicated that each goal orientation changed throughout the semester, dynamically interacted with one another, and had unique relationship with self efficacy and sense of classroom community. More specifically, first, a sense of classroom community acted as a significant antecedent of goal orientations and mediated the relationship between pre-mastery goal orientation and post-mastery goal orientation. Second, self efficacy, another antecedent of goal orientations, mediated the relationship between pre-performance avoidance goal orientation and post-performance avoidance goal orientation. Third, post-performance approach goal orientation was influenced by sense of classroom community but not by self efficacy whereas post-performance avoidance goal orientation was influenced by self efficacy but not by sense of classroom community. Fourth, the nature of performance approach goal orientation at the beginning of the semester seemed to change throughout the semester as students gain or lose their competence and develop sense of classroom community. The results also showed that the collaborative function of the course management system most significantly contributed to the sense of classroom community in hybrid courses among four categories of functions (information delivery, external links, course materials, and collaborative function). Lastly, the study suggests ways for instructional designers and college teachers to identify and design courses that promote motivation and a sense of classroom community using various CMS functions, thereby enhancing teachers' teaching and student learning.
Author: Myoungsook Kim
Publisher:
ISBN:
Category :
Languages : en
Pages : 362
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Book Description
This study explored changes in goal orientations throughout the semester that might be influenced by self efficacy and a sense of classroom community in hybrid courses in which course management systems (CMS) were used. A hybrid course is distinguished from a traditional face-to-face classroom in that there is an extension of the class, and students interact online in addition to face-to-face. Data were gathered from 14 hybrid courses two times during a semester, once at the beginning of the semester and once again at the end, and were analyzed using structural equation modeling (SEM) to investigate the relationships among the variables. Overall, the results indicated that each goal orientation changed throughout the semester, dynamically interacted with one another, and had unique relationship with self efficacy and sense of classroom community. More specifically, first, a sense of classroom community acted as a significant antecedent of goal orientations and mediated the relationship between pre-mastery goal orientation and post-mastery goal orientation. Second, self efficacy, another antecedent of goal orientations, mediated the relationship between pre-performance avoidance goal orientation and post-performance avoidance goal orientation. Third, post-performance approach goal orientation was influenced by sense of classroom community but not by self efficacy whereas post-performance avoidance goal orientation was influenced by self efficacy but not by sense of classroom community. Fourth, the nature of performance approach goal orientation at the beginning of the semester seemed to change throughout the semester as students gain or lose their competence and develop sense of classroom community. The results also showed that the collaborative function of the course management system most significantly contributed to the sense of classroom community in hybrid courses among four categories of functions (information delivery, external links, course materials, and collaborative function). Lastly, the study suggests ways for instructional designers and college teachers to identify and design courses that promote motivation and a sense of classroom community using various CMS functions, thereby enhancing teachers' teaching and student learning.
Author: Omer Delialioglu
Publisher:
ISBN:
Category :
Languages : en
Pages : 9
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Book Description
The current study investigated the sources of motivation for learning in a hybrid course. The subjects of the study were 25 students taking a hybrid course that was designed and developed covering computer networks topics. An interview form that revealed answers about the motivation source of the students was developed and used in the study. One on one interviews were made with the students. Students' answers to the questions were recorded and transcribed. The interview data for the students were analyzed by content analysis. Students' responses were interpreted and categorized into two types of motivation, extrinsic and intrinsic. Results indicated that intrinsic motivation and internally rewarded learning is the key element of web based instruction and hybrid courses. Interviews revealed that students with extrinsic motivation are more prone to loosing motivation. It was seen that some students in the hybrid course with extrinsic motivation lost their motivation and will to learn easily by external factors, and were frustrated by the course content. On the other hand, students with internal motivation were more aware of objectives of the course and had the ability to plan and evaluate their own learning. An in depth analysis of students' sources of motivation in a hybrid course on computer networks revealed that intrinsic motivation plays a more important role than extrinsic motivation does.
Author: D. Randy Garrison
Publisher: John Wiley & Sons
ISBN: 1118180186
Category : Education
Languages : en
Pages : 204
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Book Description
This groundbreaking book offers a down-to-earth resource for the practical application of blended learning in higher education as well as a comprehensive examination of the topic. Well-grounded in research, Blended Learning in Higher Education clearly demonstrates how the blended learning approach embraces the traditional values of face-to-face teaching and integrates the best practices of online learning. This approach has proven to both enhance and expand the effectiveness and efficiency of teaching and learning in higher education across disciplines. In this much-needed book, authors D. Randy Garrison and Norman D. Vaughan present the foundational research, theoretical framework, scenarios, principles, and practical guidelines for the redesign and transformation of the higher education curriculum. Blended Learning in Higher Education Outlines seven blended learning redesign principles Explains the professional development issues essential to the implementation of blended learning designs Presents six illustrative scenarios of blended learning design Contains practical guidelines to blended learning redesign Describes techniques and tools for engaging students
Author: Barbara Means
Publisher: Routledge
ISBN: 113621657X
Category : Education
Languages : en
Pages : 373
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Book Description
At a time when more and more of what people learn both in formal courses and in everyday life is mediated by technology, Learning Online provides a much-needed guide to different forms and applications of online learning. This book describes how online learning is being used in both K-12 and higher education settings as well as in learning outside of school. Particular online learning technologies, such as MOOCs (massive open online courses), multi-player games, learning analytics, and adaptive online practice environments, are described in terms of design principles, implementation, and contexts of use. Learning Online synthesizes research findings on the effectiveness of different types of online learning, but a major message of the book is that student outcomes arise from the joint influence of implementation, context, and learner characteristics interacting with technology--not from technology alone. The book describes available research about how best to implement different forms of online learning for specific kinds of students, subject areas, and contexts. Building on available evidence regarding practices that make online and blended learning more effective in different contexts, Learning Online draws implications for institutional and state policies that would promote judicious uses of online learning and effective implementation models. This in-depth research work concludes with a call for an online learning implementation research agenda, combining education institutions and research partners in a collaborative effort to generate and share evidence on effective practices.
Author: Jesse Stommel
Publisher:
ISBN: 9780578725918
Category : Education
Languages : en
Pages : 336
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Book Description
The work of teachers is not just to teach. We are also responsible for the basic needs of students. Helping students eat and live, and also helping them find the tools they need to reflect on the present moment. This is exactly in keeping with Paulo Freire's insistence that critical pedagogy be focused on helping students read their world; but more and more, we must together reckon with that world. Teaching must be an act of imagination, hope, and possibility. Education must be a practice done with hearts as much as heads, with hands as much as books. Care has to be at the center of this work.For the past ten years, Hybrid Pedagogy has worked to help craft a theory of teaching and learning in and around digital spaces, not by imagining what that work might look like, but by doing, asking after, changing, and doing again. Since 2011, Hybrid Pedagogy has published over 400 articles from more than 200 authors focused in and around the emerging field of critical digital pedagogy. A selection of those articles are gathered here. This is the first peer-reviewed publication centered on the theory and practice of critical digital pedagogy. The collection represents a wide cross-section of both academic and non-academic culture and features articles by women, Black people, indigenous people, Chicanx and Latinx writers, disabled people, queer people, and other underrepresented populations. The goal is to provide evidence for the extraordinary work being done by teachers, librarians, instructional designers, graduate students, technologists, and more - work which advances the study and the praxis of critical digital pedagogy.
Author: Maggie Hartnett
Publisher: Springer
ISBN: 9811007004
Category : Education
Languages : en
Pages : 149
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Book Description
This work explores and explicates learner motivation in online learning environments. More specifically, it uses a case-study approach to examine undergraduate students’ motivation within two formal and separate online learning contexts. In doing so, it recognizes the mutually constitutive relationship of the learner and the learning environment in relation to motivation. This is distinctive from other approaches that tend to focus on designing and creating motivating environments or, alternatively, concentrate on motivation as a stable learner characteristic. In particular, this book identifies a range of factors that can support or undermine learner motivation and discusses each in detail. By unraveling the complexity of learner motivation in such environments, it provides useful guidelines for teachers, instructional designers and academic advisors tasked with building and teaching within online educational contexts.
Author: Okon Effiong
Publisher: Cambridge Scholars Publishing
ISBN: 152755273X
Category : Language Arts & Disciplines
Languages : en
Pages : 285
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Book Description
This collection of chapters offers readers diverse perspectives on English Language Teaching, along with various closely related theoretical constructs and pedagogical tools, such as motivation, learner autonomy, and technology. Amalgamating these constructs provides a much-needed theoretical grounding by using empirical studies. The chapters vary in their focus and reflect on classroom practices, and yield findings pertaining to a wide range of topics. As such, it will be of interest to a wide range of English Language Teaching professionals, from university instructors to schoolteachers. This edited volume broadens the conceptual boundaries of language learning theories, offers insights and directions into the future of hybrid teaching and learning, and adds a new line of enquiry emanating from empirical findings. This book will also be useful in professional development seminars and workshops that support multilingual learners, teacher trainers and trainer teachers.
Author: Catlin R. Tucker
Publisher: Corwin Press
ISBN: 1506341187
Category : Education
Languages : en
Pages : 253
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Book Description
Shift to blended learning to transform education Blended learning has the power to reinvent education, but the transition requires a new approach to learning and a new skillset for educators. Loaded with research and examples, Blended Learning in Action demonstrates the advantages a blended model has over traditional instruction when technology is used to engage students both inside the classroom and online. Readers will find: Breakdowns of the most effective classroom setups for blended learning Tips for leaders Ideas for personalizing and differentiating instruction using technology Strategies for managing devices in schools Questions to facilitate professional development and deeper learning
Author: Jay Caulfield
Publisher: Taylor & Francis
ISBN: 1000978826
Category : Education
Languages : en
Pages : 242
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Book Description
This practical handbook for designing and teaching hybrid or blended courses focuses on outcomes-based practice. It reflects the author’s experience of having taught over 70 hybrid courses, and having worked for three years in the Learning Technology Center at the University of Wisconsin-Milwaukee, a center that is recognized as a leader in the field of hybrid course design. Jay Caulfield defines hybrid courses as ones where not only is face time replaced to varying degrees by online learning, but also by experiential learning that takes place in the community or within an organization with or without the presence of a teacher; and as a pedagogy that places the primary responsibility of learning on the learner, with the teacher’s primary role being to create opportunities and environments that foster independent and collaborative student learning. Starting with a brief review of the relevant theory – such as andragogy, inquiry-based learning, experiential learning and theories that specifically relate to distance education – she addresses the practicalities of planning a hybrid course, taking into account class characteristics such as size, demographics, subject matter, learning outcomes, and time available. She offers criteria for determining the appropriate mix of face-to-face, online, and experiential components for a course, and guidance on creating social presence online.The section on designing and teaching in the hybrid environment covers such key elements as promoting and managing discussion, using small groups, creating opportunities for student feedback, and ensuring that students’ learning expectations are met. A concluding section of interviews with students and teachers offers a rich vein of tips and ideas.
Author: Matt G Bower
Publisher:
ISBN: 9781743616857
Category :
Languages : en
Pages : 192
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Book Description
Blended synchronous learning - where remote students participate in face-to-face classes by means of rich-media synchronous technologies such as video conferencing, web conferencing and virtual worlds - is an emerging phenomenon in education. More and more teachers are attempting to teach in this challenging mode, but without any systematic research evidence to help guide their blended synchronous learning practices. The Blended Synchronous Learning Handbook is a definitive resource that addresses this issue. It includes a Blended Synchronous Learning Design Framework that offers pedagogical, technological and logistical recommendations for teachers attempting to design and implement blended synchronous learning lessons. It also includes a Rich-Media Synchronous Technology Capabilities Framework to support the selection of technologies for different types of learning activities, as well as a review of relevant literature, a summary of the Blended Synchronous Learning Scoping Study, detailed reports of seven blended synchronous learning case studies, and an in-depth cross case analysis to underpin the recommendations that are drawn.
