Maryam Tayebinik, Marlia Puteh (2012) Blended Learning or E-learning? International Magazine on Advances in Computer Science and Telecommunications, volume 3 number 1 february 2012 , Special Issue on International Conference on Advanced Information System, E-Education and Development ICAISED 2012, Malaysia
ICT or Information and Communication Technology has pervaded the fields of education. In recent years the term “e-learning” has emerged as a result of the integration of ICT in the education fields. Following the application this technology into teaching, some pitfalls have been identified and this have led to the “Blended learning” phenomenon. However, the preference on this new method has been debated quite extensively. The aim of this paper is to investigate the advantages of blended learning over face-to-face instruction through reviews of related literature. The present survey revealed that blended learning is more favorable than pure e- learning and offers many advantages for learners like producing a sense of community or belonging. This study concludes that blended learning can be considered as an efficient approach of distance learning in terms of students’ learning experience, student-student interaction as well as student-instructor interaction and is likely to emerge as the predominant education model in the future.
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Curt Clifton and Matt Boutell (2010) SPLICE: Self-Paced Learning in an Inverted Classroom Environment, Grant proposal for the Rose-Hulman Summer Professional Development Grants
Learning to program is hard for many students. Practice with an expert coach is key to overcoming this challenge. We adopted the 3Å~2 format for our introductory courses to give students such mentored practice. In a single class session, students learn a concept, experiment with it, and apply it to a real problem, all with expert coaching at hand. While this format has been effective, we still find two significant problems: time and pace. Time is an issue because presenting concepts, showing examples, and modeling problem solving decreases the time available for mentored practice. Pace is an issue because some students arrive with confidence and prior experience and are thus bored, while other students struggle and become overwhelmed. To address these problems, we propose creating on-line videos for introductory programming courses to present concepts, show examples, and model the problem solving process. As a result, our students will spend every class session entirely in active learning activities with expert coaching, receive more individual attention, and set their own pace.
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Jonathan G Tullis, Aaron S Benjamin (2011) On the effectiveness of self-paced learning, Journal of Memory and Language, Volume 64, Issue 2, February 2011, Pages 109-118
Metacognitive monitoring and control must be accurate and efficient in order to allow self-guided learners to improve their performance. Yet few examples exist in which allowing learners to control learning produces higher levels of performance than restricting learners’ control. Here we investigate the consequences of allowing learners to self-pace study of a list of words on later recognition, and show that learners with control of study-time allocation significantly outperformed subjects with no control, even when the total study time was equated between groups (Experiments 1 and 2). The self-pacing group also outperformed a group for which study time was automatically allocated as a function of normative item difficulty (Experiment 2). The advantage of self-pacing was apparent only in subjects who utilized a discrepancy reduction strategy-that is, who allocated more study time to normatively difficult items. Self-pacing can improve memory performance, but only when appropriate allocation strategies are used.
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Gannod, G. C. (2007) Work in progress — Using podcasting in an inverted classroom, Frontiers in education conference global engineering knowledge without borders opportunities without passports 2007 FIE07 37th annual (2007)
An inverted classroom is a teaching environment that mixes the use of technology with hands on activities. In an inverted classroom, typical in-class lecture time is replaced with laboratory and in-class activities. Outside of class, lectures are delivered over some other medium such as video on-demand. As such, learning activities, which typically are done outside of class, are done in-class in the presence of the instructor. Passive activities, such as listening to lectures, are performed outside of class. In this paper, we describe the use of podcasting in an inverted classroom environment with the explicit goal of reclaiming lecture time for in-class laboratories and learning activities. This Work-in- Progress paper focuses primarily upon the description of the approach being piloted, technologies being utilized, and the characteristics of the pilot course.
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Carlisle, M. C., (2010) Using YouTube to Enhance Student Class Preparation in an Introductory Java Course, Proceedings of the 41st ACM technical symposium on Computer science education
We provided 21 short YouTube videos for an Introduction to Programming in Java course. Students were surveyed on how often they watched the videos and did the readings, and how much these activites contributed to their learning. When professors reduced lecture time and increased lab time, students watched videos and read significantly more. Their test scores were at least as high and they indicated they would prefer to not have more lecture. The YouTube videos also provided a source of outreach for the university, drawing a large number of views, including the 13-17 year-old demographic.
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Strayer, J. F. (2007) The Effects of the Classroom Flip on the Learning Environment: A Comparison of Learning Activity in a Traditional Classroom and a Flip Classroom that used an Intelligent Tutoring System, Presented in Partial Fulfillment of the Requirements for the Degree Doctor of Philosophy in the Graduate School of The Ohio State University
Based on the conclusions of this study, I recommend that teachers who plan to implement the classroom flip consider the following suggestions. First, the flip structure seems to be more productive when students have a choice between multiple ways of interacting with the content of the course outside of class. When the focus of the flip is on giving students the freedom to interact with the content according to their own learning style preferences, the flip seems to be more successful. Second, if the flip is used in an introductory course, the in-class activities should be less open ended and more “step by step” in structure. If some activities are open ended, try to keep them brief: one to two class periods. Students in introductory courses will often have little tolerance for prolonged uncertainty in the course content and the course structure. In more advanced classes, students will be more willing to push through prolonged investigations, but the structure of the classroom must support their meaning making in the activity. This leads to the third recommendation. A flip classroom is structured so differently that students will become more aware of their own learning process than students in more traditional settings. Students will therefore need to have more space to reflect on their learning activities so they can make the necessary connections to course content. The teacher must structure a major component into the course structure that will allow for this reflection to take place and for the teacher to be able to see and comment on specific aspects of student reflection. This feedback cycle will be crucial for student learning.
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