Posted in August 2021
Shifting from Blended to Online Learning: Students’ and Teachers’ Perspectives
Article written by Esra Polat, Sonja van Dam and Conny Bakker and published in the Proceedings of the Design Society.
Abstract
The Covid-19 outbreak forced many universities across the world to transition from a traditional or blended format to fully online education. This paper presents a case study on the transition to an online education format for a circular design course. Both quantitative and qualitative data were collected through a survey with 26 students and interviews with six course teachers. The findings revealed that students preferred the on-campus versions over the online course components. They indicated the perceived lack of motivation, lack of sense of community, and a high workload as influencing factors. Teachers indicated the lack of connection with students as a drawback to online education but identified advantages to their teaching and the student’s learning experience. Suggestions for addressing an optimal blended course format are provided.
Keywords
Design education, Online learning, Circular economy, Case study, Covid-19
Reference
Polat, E., Van Dam, S., & Bakker, C. (2021). SHIFTING FROM BLENDED TO ONLINE LEARNING: STUDENTS’ AND TEACHERS’ PERSPECTIVES. Proceedings of the Design Society, 1, 2651-2660. doi:10.1017/pds.2021.526
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License
This is an Open Access article, distributed under the terms of the Creative Commons Attribution-NonCommercial-NoDerivatives licence (http://creativecommons.org/licenses/by-nc-nd/4.0/), which permits non-commercial re-use, distribution, and reproduction in any medium, provided the original work is unaltered and is properly cited. The written permission of Cambridge University Press must be obtained for commercial re-use or in order to create a derivative work.
Development of a maturity model for blended education: A delphi study
Article written by Katie Goeman, Wiebe Dijkstra, Stephan Poelmans, Pavani Vemuri, Willem Van Valkenburg and published in the International Journal on E-Learning: Corporate, Government, Healthcare, and Higher Education.
Abstract
In order to embed blended learning environments in a strategic and sustainable manner, a multi-actor, multidimensional approach is necessary. This paper reports the results of a 3-round Delphi study involving 28 experts which focuses on the refinement and validation of a layered maturity model that assesses key aspects of blended practices in higher education. The study examines the wording of the proposed assumptions, dimensions and indicators, whether they bear validity and if there are others that are not accounted for. We present the findings of each round, the confirmed maturity model and a series of recommendations for its future usage. As such, it is helpful for lecturers, program coordinators, support services or institutional leaders to decide upon follow-up actions and to achieve up-scaled blended programs and courses in higher education institutions.
Keywords
Maturity model, blended learning, blended teaching, blended education, EMM, higher education
Reference
Goeman, K., Dijkstra, W., Poelmans, S., Vemuri, P., & Van Valkenburg, W. (2021). DEVELOPMENT OF A MATURITY MODEL FOR BLENDED EDUCATION: A DELPHI STUDY. International Journal on E-Learning: Corporate, Government, Healthcare, and Higher Education, 20(3), 229-258. https://www.learntechlib.org/primary/p/217682/