five papers of blende learnig-bibliography1
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Oliver, M., & Trighwell, K. (2005). Can 'blended learning' be
redeemed? E-Learning, 2(1), 17-26.
This paper can be divided into two parts: one part is to review several
definitions of blended learning in previously researches and argue against those
perspectives. The other part is to demonstrate what their consideration of blended learning is.
They quote peters viewpoints ,constructivism, and variation theory (Marton & Booth, 1997;
Prosser & Trigwell,1999) to describe the blended learning should be refocused, not from
instructors perspectives, but on the variation of experiences that learner gained. The actually
blended learning would be achieved by students through experiencing variation and should
have improvements in learning. The previous perspectives of blended learning discussed in this
article are presented in table 1.
Table 1
The perspectives of previous researches
Author/year What to be
blended?
Authors objections(suggestions)
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e-learning,
traditional
learning
The definition of these two
terminologies is vague.
There is no principle underlying it.
Dreyfuss(20
01)
Online learning,
Face-to-Face
Why we need online learning?
It doesnt have to much different
between online learning and face-to-
face learning
media Using the technology for pedagogic
advantages will be the trend.
It seems not appropriate to be the only
statements of blended learning.
contexts Context is hard to pin down.
Even in the same context, learners will
have different experiences.
Theory of
learning
Some theories are based on the
opposite perspectives.
Drislcoll(200
2)
Learning
objectives
This position is more likely about
design. However, we have learning and
instructional design already.
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Pedagogic Why we should mix these different
pedagogies?
This type of blending is still based on
the instructors view.
The issue of blended learning discussed in plenty of researches. This
new point from learner experiences is a brand-new thinking when
addressing to define the term. However, it is facilitation for people to
realize and use the termblended learning or it is an interference with
practical use. This is due to the learning experience or perceptions are
complicated and difficult to measure.
There is a disagreement of authors point. The pedagogies originate
from the learning theory; each of them develops based on the specific
hypothesis and theory. If we cannot consider the combination of the
learning theory as a blended learning then the combination of pedagogies
cant.
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This is a review article of blended learning. The scope of this paper is
limited in empirical study within higher education and it is discussed about
the methodology and the focus of researches. Besides, database are from
Science Direct, ProQuest, ERIC (Education Resources Information Centre),
Educational Research Abstracts and the British Education Index. The used
keywords are: blended learning, face-to-face learning, on-line learning,
computer-mediated learning, and e-learning (as well as combinations of
these)
According to this review article, the methodologies predominantly used
in sequence are case study, survey-type studies, comparative studies and
comparatively more holistic studies. The author describes every method,
the different focus varying with methods, and briefly descriptions of some
researches. To follow, he demonstrates the limitation of each method and
suggests for future works.
There is a great deal of case-studied researches. The suggestion of this
type of studies is that we need to redesign the courses according to the
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see if any differences exist.
(2) To find out the researches with similar context and compare their
conclusion to see the results are similar or divergent.
(3) Try to use statistic tools to help analyzing the factors in blended
learning.
Ginns, P., & Ellisa, R. (2007). Quality in blended learning: Exploring
the relationships between on-line and face-to-face teaching and
learning. Internet and Higher Education, 10, 5364.
The purpose of this paper is to examine the relationship between
learning experiences and the quality of e-learning in blended environment.
This study takes a semi-exploratory approach. Firstly, to demonstrate
thirty-one factors of the learning experiences according to prior literatures.
Secondly, to utilize the factor analysis to seek the related factors and
integrate them into four major categories: Good e-Teaching, Good e-
Resources, Student Interaction, and Appropriate Workload.
The author postulated eight scale factors structure (Good e-Teaching,
Good e-Resources, Student Interaction and Engagement, Clear Goals and
Standards, Appropriate Assessment, Appropriate Workload, Student
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Management, and Blended Learning) to appraise the quality of e-learning.
In order to prove the hypothesis, the author calculate the correlation coefficient
between these eight postulated factors and the above four categories. Last, using cluster
analysis distinguishes the students into two different groups.
The objects of this study are 127 Veterinary Science students from
years three and four of a five year undergraduate degree. They can divide
into 61 students from third year course and 66 from fourth year course. And
the questionnaires used are 32-item e-Learning Experience Questionnaire
and the 20-item Study Process Questionnaire-Revised in order to collect the
students learning experiences.
Students learning approaches (deep or surface) and final grade for the
course are reliably related to the quality of the whole of the course.
This paper has deliberate and logic process. The hypothesis is proved
by statistical methods which contribute to the reliability of the results.
However, the topic of this paper seems not appropriate to the content. The
relationships between on-line and face-to-face teaching and learning are
not discussed. Besides, the thirty-one items from literatures need to be
clarified. Sometimes we use the same term to describe a concept but its
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meaning is different varying with different person.That will be a little vague
although the factor analysis is used.
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Balram, S., & Dragievi, S. (2008). Collaborative spaces for GIS-
based multimedia cartography in blended environments.
Computers & Education, 50(1), 371-385.
This article provides an 18i collaborative model for instructors to
manage the learning process. The model based on the constructivism and
human cognition and adopted the previous studies results. The author
construct an interaction space with these 18 factors and divide the space
into four aspects which are: students, instructors, course contents, and
course products. The model is as follows (Fig. 1). From left to right is to start
with instructor oriented learning/teaching to learner oriented. Course
content represents the blended learning environment. The course product
is to use the output driven to assist leaners motivation and retention.
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Note. From Collaborative spaces for GIS-based multimedia cartography
in blended environments, by S. Balram, & S. Dragievi, 2008, Computers
& Education, 50(1), 371-385.
Also the dynamic of the learning process are described in this paper
with the concept of fuzzy. Figure 3 shows the learning process of learners. It
sketches the learner pathway and instructor pathway and how the learning
process changes due to the interactions between them.
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As the author says this model need more further implementation and
evaluation. It cant be generalized to diverse context. Although it
demonstrates a clear and specific construction of learning process and the
learning model for instruction design, it still need more evidence and
experiments to prove the reliability and the relationship between each
item.
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