Posts tagged blended learning
Blending Your Education: Lessons Learned During COVID
Article written by Naomi Wahls, Wiebe Dijkstra, and Martijn Ouwehand and published by EADTU as part of the EU project ‘Digitel Pro’.
Abstract
This article is a concise analysis of the current COVID situation taking into account the needs of teaching staff and support staff in an emergency situation (IO1) and conditions for change management (IO6) to the design and develop blended education. TU Delft is partner of the EU project ‘Digitel Pro’ in collaboration with DCU, KU Leuven, UOC, and EADTU. This is an analysis (a) completing the literature review from 2018 on and (b) refocusing the conclusions on the COVID 19 needs as the Digitel Pro partners have already made a comprehensive analysis for the EMBED project. Best Practices for Blended Learning during COVID times are still emerging. It is unclear if everyone truly uses the same definition for blended and hybrid teaching within the literature produced during COVID times because not all authors provide a definition in their articles. Some of the authors who published in 2020 and 2021 are completely new to online teaching. Although online education has been around since at least 2003, it is surprising to see authors mention that distance learning is still in developmental stages in 2021. Distance learning will continue to develop, however distance learning is well established as an educational mode with various formats such as online, blended, hybrid, and virtual exchange. Perhaps new during COVID times was that all courses had to face distance learning and prior to COVID, some educators could avoid online formats entirely. The original plan pre-COVID for implementing Blended Learning throughout an entire campus was realized in the document: Research report on state of the art in blended learning and innovation (Goeman, Poelmans, & Van Rompaey, 2018), found here: https://embed.eadtu.eu/results. This article expands on that Research report by explaining the COVID scenarios and what emerged as the secondary or emergency plan, as well as best practices noted by instructors for education during rapid changes for COVID restrictions.
Reference
Wahls, N. L., Dijkstra, W. P., & Ouwehand, G. M. (2022). BLENDING YOUR EDUCATION: LESSONS LEARNED DURING COVID. (v. 9.3.2022 ed.) EADTU. https://digitelpro.eadtu.eu/images/Blending_Your_Education__Lessons_Learned_During_COVID.pdf
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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/
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What have they done with the MOOCs?! The impact of MOOCs on Campus Education
Article published in the Conference Proceedings of The EADTU Online, Open and Flexible Higher Education Conference 19-21 October 2016 in Rome.
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Push or Pull Students into Blended Education: a Case Study at Delft University of Technology
Paper is published in the International Journal of Engineering Education (ISSN 0949-149X) Volume 32 Number 5(A).
Abstract
Blended education, or ‘‘flipping the classroom’’ is rapidly becoming a mainstream form of teaching within universities. Within Engineering Education, it is popular as it allows more time in-class to focus on hands on activities such as demonstrations and solving complex problems. This paper discusses the effort conducted to re-structure, according to the blended learning principles, the ‘‘Propulsion and Power’’ course of the Aerospace Engineering Bachelor degree programme at Delft University of Technology (TU Delft). The redesigned course was supported by a dedicated online & blended education unit within the university, and is characterized by a very peculiar structure due to the different approach chosen by the two involved lecturers. The first lecturer decided to ‘‘pull’’ the students, by proposing a number of additional videos available in the World Wide Web as a support and complement to the material taught in class. Conversely, the second lecturer opted for a ‘‘push’’ approach, self-recording theory videos to be watched by the students at home and devoting the in-class hours to exercises and applications of the theory. This format resulted in a clear improvement of the average exam grades and pass rates. The student feedback showed enthusiasm about the new blended course, with only a very small minority still preferring the previous, more traditional approach. Although there seems to be a slight preference of students towards the ‘‘push’’ strategy, the ‘‘pull’’ approach has also been widely appreciated.
However, the objective to re-attract students to the contact hours in class was only partially achieved, since just a slight improvement in the number of attending students was observed. This paper clearly shows that the efforts to implement a blended teaching strategy has great benefits for both students and staff alike.
Keywords
blended learning; online education; student engagement; electronic assessment; aerospace engineering
Reference
Cervone, A., Melkert, J.A., Mebus, L.F.M., Saunders-Smits, G.N. (2016). Push or Pull Students into Blended Education. A Case Study at Delft University of Technology. In International Journal of Engineering Education. Volume 32 Number 5A. ISSN 0949-149X (page 1911-1921)