B-learning Course Research Articles

Feedback in Cumulative Coursework: Action Research in a Blended Course

Action research calls for the solution of practical problems in the classroom as well as the expansion of theoretical knowledge. In this study, feedback in cumulative work is explored as a strategy for guiding and improving the teaching-learning process. By following a feedback loop: initial draft, feedback on first draft, final draft, and marking, 28 students in at the University Universidad Nacional Autónoma de México (UNAM) had the opportunity to receive guidance and demonstrate improvement in a blended learning, or b-learning course. The study lasted five weeks and engaged university learners as well as the educator in videoconferences focused on feed up, feedback, and feed forward.This pedagogical action research involved observation, research and planning, implementation, and reflection. Data was gathered on students’ access to technology and their perception upon effectiveness of remote learning based on their experience. Additionally, scores before and after treatment were registered and analyzed.The findings showed a general improvement after feedback sessions and learners were able to present enhanced final versions of tasks. The study’s main contributions are the confirmation of positive results on effective feedback as well as an opening to discussion, adaptation, and improvement of the practices presented.

Perceived learning of university students in face-to-face and b-learning courses: a comparative study

The research findings regarding the level of learning in face-to-face and b-learning courses have indicated opposite results. Due to this, the present study was carried out with the aim of comparing the level of learning perceived by university students who attended courses in face-to-face and b-learning modalities (blended learning). Two hundred and nineteen students (134 women and 85 men) from different educational programs participated, 45% of the students who took courses in face-to-face mode and 54% in mixed mode (b-learning), who responded to an online instrument that measured: perception of learning acquired on the subject taken, level of development of technological skills and development of communication skills and collaborative work after completing the subject. In the results, it was found a statistically significant difference in the level of self-reported learning by students who took the class on a mixed and face-to-face modality, where the students of the face-to-face courses perceived higher learning about the subject than those who took the class in a b-learning mode. In addition, it was found that the modality described in 24% perceived learning by the students in the subjects studied.

Determining the differences between online and face-to-face student–group interactions in a blended learning course

Blended learning (B-learning) is a common practice in higher education, and various principles, characteristics, models, and strategies have been widely studied to improve B-learning performance. However, crucial differences in student–group interactions have not been explored between online and face-to-face sessions, the two key components of B-learning. This study applied social network analysis and thematic analysis to investigate the nature and differences of group interactions in these learning components of a B-learning course. A total of 53 respondents participated in this study and Baidu Post Bar was used as a tool to facilitate group interactions. A total of 604 dialogues comprising 5090 posts were analyzed to identify the differences in group characteristics and interactions. A strong “group-controlling” pattern was found in the online learning component, whereas an “individual-controlling” pattern was found in the face-to-face mode. The depth of the interactions among students increased from the beginning to the middle of the class and reached a relatively stable state from the middle to the end of the class. The interaction in the classroom was more in-depth than that in the online learning mode. The dialogue clusters of students were stronger when the interactions focused on their real lives and were related to the subject of the course. Through the findings of this study, course designers and instructors of B-learning can gain better understanding of these interactions and further enhance student engagement and learning.

Effect of a computational scaffolding in the development of secondary students' metacognitive skills

The purpose of this study was to design and validate a computational scaffolding to foster the development of metacognitive skills in high school students. The scaffolding was intended to provide support when developing the provided content units; it allowed students to set goals and organise time and resources. It also had a mechanism to monitor and control cognitive performance so that students could adjust their learning strategies according to the task needs. A quantitative methodology with a quasi-experimental design was used, and two B-Learning courses that included units in the areas of Chemistry, English, Mathematics and Social Sciences were designed. The course prepared for the experimental group included the scaffolding and the control group did not include it. At the end of the course, the groups answered the metacognitive awareness inventory and an analysis of variance ANOVA was applied, the results showed significant differences in the development of metacognitive skills.

B-learning Quality: Dimensions, Criteria and Pedagogical Approach

Abstract Measuring the quality of a b-learning environment is critical to determine the success of a blearning course. Several initiatives have been recently conducted on benchmarking and quality in e-learning. Despite these efforts in defining and examining quality issues concerning online courses, a defining instrument to evaluate quality is one of the key challenges for blended learning, since it incorporates both traditional and online instruction methods. For this paper, six frameworks for quality assessment of technological enhanced learning were examined and compared regarding similarities and differences. These frameworks aim at the same global objective: the quality of e-learning environment/products. They present different perspectives but also many common issues. Some of them are more specific and related to the course and others are more global and related to institutional aspects. In this work we collected and arrange all the quality criteria identified in order to get a more complete framework and determine if it fits our b-learning environment. We also included elements related to our own b-learning research and experience, acquired during more than 10 years of experience. As a result we have create a new quality reference with a set of dimensions and criteria that should be taken into account when you are analyzing, designing, developing, implementing and evaluating a b-learning environment. Besides these perspectives on what to do when you are developing a b-learning environment we have also included pedagogical issues in order to give directions on how to do it to reach the success of the learning. The information, concepts and procedures here presented give support to teachers and instructors, which intend to validate the quality of their blended learning courses.

A B-Learning Methodology Case for Faculty at High Education

The present teaching case was made at the University of Jaén, Spain, and was concerning to the experience of conducting an innovative b-learning course for the faculty, entitled “Advanced ILIAS e-Learning”. The lessons learned by a group of teachers involved in e-learning were allowed for the course design and implementation. Specifically, the course was designed following the good practices that contribute effective e-learning, including a study-guide for virtual courses which assures quality specific criteria. The course combines conventional classroom work, online activities (web-conferences and class-recordings) and e-learning. It was organized into independent modules which were freely chosen by attendees depending on their needs. The course could be repeated by attendees as necessary to achieve modules and to deepen or improve previously acquired knowledge. The outputs of the experience reflected that b-learning modality was the best option for the academic staff, and therefore, this model should be used by institutions.

Evaluation Framework for Blended Learning Courses: A Puzzle Piece for the Evaluation Process

This article discusses the process of evaluation in bLearning courses, namely the objects of evaluation, discussing their relevance according to the opinion of international experts in Online Teaching and Learning, taking into account the curricular proposals of the three cycles of Higher Education (HE). The question ‘what should be evaluated?’ is one puzzle piece of the whole process of evaluation. The other pieces should be articulated among themselves and combined, namely ‘who should evaluate?’, ‘how and when to evaluate?’ and ‘what is evaluation for?’ Those questions were asked in a survey conducted with 35 international experts with an average experience of 13 years in the area, from international HE institutions (HEIs) that offer this kind of courses. The study highlights the need of HEIs to reassess their approach to the quality assurance of bLearning courses, and brings some contributions to those who are in charge of bLearning courses, providing a useful framework for evaluation. Furthermore, this paper contributes to the knowledge on educational technology and raised new issues for further research and discussion.

P03-315 - A B-Learning course to reduced self-stigma in schizophrenia: preparing individuals to active life

IntroductionPsychosocial Education is defined as give to the patient structured, systematic and didactic information about mental illness and his treatment. Actually is one the most frequent rehabilitation approaches, being used in several mental health departments. The good results obtained by this approach are congruent with the principles and guidelines defined for best practices in rehabilitation process (Rummel-Kluge et al, 2006).AimsDescribe a psycho educative b-learning program develop to reduce self-stigma in schizophrenic individuals.MethodsA psycho educative B-Learning program was developed using the results of other studies. This program was after applied during 4 months with 21 schizophrenic individuals followed in a psychiatric department, evaluated in a pre and pos-test model.ResultsThe program includes 10 sessions intentionally prepared for those individuals, given information to reduced self-stigma using topics such us myths, stereotypes, self-esteem, self-confidence, relapse prevention, social interaction, feel include in the community, being able to ask for help and to recover. All those topics where discuss using Moodle platform from Porto University within a group in the presence of the therapist and individually at home. A sociodrama group was also developed.ConclusionsThis approach seems to empower the individuals, allowing them to achieve the program by their own rhythm and to participate within a group but also to be in contact using the Moodle platform, decreasing feeling of loneliness. Primary results seem to be good, with low relapse, low absenteeism in class and some success in finding a job.