E-learning and study effectiveness

by Viktorija Sulcic, Dusan Lesjak. The Journal of Computer Information Systems.  Stillwater: Spring 2009. Vol. 49, Iss. 3; pg. 40, 8 pgs.

Abstract

After the initial e-leaming enthusiasm, we have finally reached a stage of sobriety (similar to the burst of the dot.com bubble in business).   In the paper, a case of blended learning approach in higher education is presented that is part of a wider nationally financed research project about ICT and e-learning.  The research results presented in the paper
showed that ICT per se does not improve e-learning effectiveness.  Only the use of different teaching strategies (methods of teaching and learning) from those used in traditional education can improve study effectiveness in e-learning. [PUBLICATION ABSTRACT].

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Vienna E-Lecturing (VEL): Learning How to Learn Self-Regulated in an Internet-Based Blended Learning Setting

by: Barbara Schober, Petra Wagner, Ralph Reimann, Christiane Spiel. International Journal on ELearning. Norfolk: 2008. Vol. 7, Iss. 4; pg. 703, 21 pgs.

Abstract

The article describes the “Vienna E-Lecturing” (VEL), a complex internet-based blended-learning setting developed for students at the University of Vienna (Austria).  As part of the introduction to research methods in psychology, VEL aids in imparting factual knowledge regarding research methods and evaluation, as well as promotes learning skills, collaborative learning, and e-competence.  The program’s conceptualization is based on instructional, as well as motivational findings yielding the program’s main teaching principles.  The course is composed of online learning modules and face-to-face units (including tutorials and self-regulation training). Within a cooperative learning setting, the modules, which are available through a learning platform, systematically instruct students to learn more effectively by completing different tasks.  Following a brief overview of the e-learning boom within higher education the program’s background, its goals, components, and didactic principles will be described, the online modules will be briefly outlined and ultimately, the evaluation of VEL will be addressed.

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Learning objects, learning objectives and learning design

by Fernando Alonso, Genoveva López, Daniel Manrique, José María Viñes. Innovations in Education and Teaching International. London: Nov 2008. Vol. 45, Iss. 4; pg. 38.

Abstract

Educational research and development into e-learning mainly focuses on the inclusion of new technological features without taking into account psycho-pedagogical concerns that are likely to improve a learner’s cognitive process in this new educational category.  This paper presents an instructional model that combines  objectivist and constructivist learning theories.   The model is based on the concept of a learning objective which is composed of a set of learning objects.  A software tool, called the Instruction Aid System (IAS), has been developed to guide instructors through the development of learning objectives and the execution of the analysis and design phases of the proposed instructional model. Additionally, a blended approach to the learning process in Web-based distance education is also presented.  This approach combines various event-based activities: self-paced learning, live e-learning and the use of face-to-face contact in  classrooms.

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‘Classroom’ training alive and changing

‘Classroom’ training alive and changing

by: Scott Williams. Canadian HR Reporter. Toronto: Oct 6, 2008. Vol. 21, Iss. 17; pg. 28, 2 pgs

Abstract

About 10 years ago, Nexient, a Sydney, NS-based training firm, created a number of blended learning techniques with a multinational telecommunications firm. The initiative sprang from a desire to increase the relevance of classroom learning, but the outcome was surprising. The blended solution — a combination of instructor-led training and Web-based e-learning — not only produced better results than predicted, and higher learner engagement and enthusiasm than expected, it changed the nature of both learning methods. The classroom is evolving at a rapid pace. Learning and how people learn have changed and continue to change.

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Developing an English course for in-service librarians: The advantages of blended learning

by Matilde Fontanin.
In: Library Management, Vol. 29, Issue 8/9, page 777-788

Abstract:

Purpose
– The purpose of this study is to describe the design and
delivery of an English language course aimed for in-service librarians
and to report about the effects of the blended delivery mode on the
learning experience.

Design/methodology/approach –
The paper describes the broader context in which the course was
developed, its goals, the way it was planned and delivered in a blended
mode, the participants’ perception at the end of the course and after
one year and the Learning Management System which was used (Moodle).

Findings – Blended learning in workplace instruction is
very fruitful, especially when applied to language learning, as it
allows one to establish a collaborative environment and to stretch the
learning experience over a longer time, at the same time limiting the
absence from work. This involvement is possible only when the topics
are close to the participants’ professional interests and the teacher
stimulates collaboration.

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Blended Learning: Tools for Teaching and Training

A book by Barbara Allan aimed primarily at librarians involved in education and training. The book has been reviewed by Brian Whalley.

New Journal on mobile and blended learning: IJMBL

International Journal of Mobile and Blended Learning (IJMBL) – An Official Publication of the Information Resources Management Association — New in 2009

From the website: “Technology supported learning has been increasingly used across a broad spectrum of educational contexts, in many cases being integrated with more traditional forms of teaching. As new opportunities have emerged for mobile, immersive and augmented learning, freeing electronic teaching tools from the desktop, researchers have begun to explore the wide potentials of learning experiences that are integrated with both the classroom and the world outside, leveraging the boundless new possibilities that a pervasively wired and wireless society can support. The International Journal of Mobile and Blended Learning aims to provide a forum for researchers in this field to share their knowledge and experience of mobile and blended learning environments”

Dave Parsons is the Editor.