Blended Learning Research Paper

This session focuses on the critical importance of ongoing professional learning for a successful blended learning transition. Participants will examine the core competencies of blended teaching as they think about the professional learning content that needs to be addressed. Participants will also discuss the core principles of effective professional learning, as they explore and plan models aligned to these principles with approaches that are ongoing, job-embedded, personalized, collaborative and connected to content. An important focus of this session is the key role of the principal in leading

The key components of disruptive blended learning model is giving students some control over the time, place, path and the pace of their learning. The students’ ability to learn according to their style will help accelerate their learning potential. Instead of teaching to the middle, the students have their own personalize education that helps reach for their potential and still meet the standard of the state’s education. Another key components of disruptive blended learning model are that part of learning happens in supervising, brick-and-mortar location. The technology does not replace the teacher, the teachers are there to help mentor and guide the students on their correct path. By having students been at the location, the teachers can

I am looking forward to find a way to get my students involves with technology from home and to come more prepared for in-depth learning instead of just basic knowledge. Currently, I am just taking this blended class to see what it is like to teach a blended classroom.

What can and will be viewed as an important part to enhance the effectiveness of a student’s learning; educators, software vendors and a student’s parents have supported the notion of involving technology into the classroom. This notion is increasingly valid in the area of post-secondary education where students primarily young adults, have to pay high amounts of tuition in the goal of obtaining a degree and obtain skills to translate into landing a job in a very competitive market. A now common tool among post-secondary institutions to aid students is the use of learning objects. For this research assignment, I will define what learning objects are and what they are used for. Look into the top learning objects in the market. Finally,

Technology is the crucial factor for education sector to maintain all the data and information more effectively and efficiently. Increasing dependence on the technology is adjusting student-teacher cooperation with the progression of time (Candace, 2004). Nowadays, people use computers and internet for learning different programs. Internet helps students to find their own answers without the help of the teachers. Information technology like internet is increasing the opportunities to learn new things more easily and quickly. There are various online libraries that help the students and teachers with reading materials. Students can also post their work online for the teachers to read and grade. For instances: Westcliff university is using GAP (online system) where the student can see the question and post their answer online and the teachers can check the students work online as well. Information system has brought advancement in learning process with the help of audio-visual education. Nowadays, most of the students are taught with projectors and speakers with the help of power point presentation. In today’s technological world, most of the education sector utilizes the latest technology and software so as to enhance the overall learning experience of the students (Pandey,

Agosto, Denise E., Andrea J. Copeland, and Lisl Zach. “Testing the Benefits of Blended Education: Using Social Technology to Foster Collaboration and Knowledge Sharing In Face-To-Face LIS Courses.” Journal Of Education For Library & Information Science 54.1 (2013): 94-107. Library, Information Science & Technology Abstracts with Full Text. Web. 15 Apr. 2014.

There are so many new teaching and learning practices involving blended and shared approaches (Litoiu, 2014). Professional development is no longer just a face-to-face experience. There are now virtual worlds and enhanced learning experiences that can increase an educators interactions with colleagues and create a more involved and exciting learning experience (Litoiu, 2014). It is therefore necessary for educators and other school professionals to obtain a number of new skills, to relearn previous skills, and to meet the new social and knowledge demands (Aspin, 2001).

Blended learning is a buzz word that’s been thrown around quite a bit lately and brings together the best of both classroom learning and elearning. In fact it seems to be the ideal solution all-around as it appeals to all learning styles, circumstances, needs and demands. It combines the support of classroom learning with the flexibility of elearning.

Alonso, López, Manrique, and Viñes (2005) concluded that a blended approach that combines self-paced learning, live e-learning, and face-to-face classroom learning is one of the most efficient teaching models. With integrating the web into the education system, centralized classroom-based education has shifted towards distributed e-learning classes in which learning is being facilitated anytime and anywhere. Williams (2002) defined that a blended approach is face to face and online learning combined. Vaughan (2007) suggested that a blended approach provides an opportunity to combine traditional teaching approaches and learning technologies, virtual and physical instruction, and face-to-face learning activities. A blended approach is also called a hybrid model that allows for a significant amount of learning activities to be online, reduces face to face learning time, and promotes self-directed learning for students (Garrison, Kanuka, &Hawes, 2002; Vaughan, 2007). A blended approach involves redesigning extensive courses to include some traditional aspects, and offer an amount of distance education.

In discussing the available options with other faculty members, they have found that Camtasia, and Smart Notebook seemed to work the best for their flipped class structure, however no one could give me reliable information regarding a blended class. I need to make the structure easy enough for students with limited computer knowledge to understand Microsoft Office products.

Blended learning is malleable. It can easily be reformed and adjusted to suit many different learning styles and many different grade levels. For example, second graders may use reader software if they are struggling with dyslexia. Adults may use the same software if they are auditory learners to follow along when reading a long article on a computer screen. The hypothesis of this paper is that blended learning is a viable solution to stalling education methods because technology has the flexibility, real-world connection, and active engagement that supports successful learning.

Being out of traditional schooling for 6 years now it’s been a rough start for my academic year. To begin, the blended program has been more difficult than I had perceived it to be. There are certain elements of the courses that stand out to me more than others. Going over the topics in class in such expansive units versus traditional school schedules of going over the content weekly is overloading. As far as the discussion boards, though they are helpful in analyzing the curriculums, the feedback is not immediate. I was expecting a blended program to follow a personalized system of instruction during weeks when classes were not on campus, one in which online modules were self-paced and required mastery learning. To speak to the course

Therefore if a student is absent or misses a certain lesson, he/she can be able to know what was taught through the teacher’s blog on today’s assignments/lessons and if they have a question or problem they can ask through the same forum” (“Resources for Students”). The Internet and computer technology should be available worldwide to help with education as it is important to a country’s future success.

Hannay and Newvine note “that while the concept of distance learning, or rather on-line learning has popularized in the present days, the concept is not alien to the education community, as is evident from the vast history of correspondence education” (Hannay and Newvine, 2006, p. 7). However, times have changed; regardless if the education community is onboard today’s learner demands an education that offers convenience, flexibility, and courses available for career advancements.

Computer’s applications of education is filled with generic terms such as computer-based instruction (CBI), computer-assisted instruction (CAI), and computer-assisted learning (CAL), generally describing drill-and-practice programs, more sophisticated tutorials, and more individualized instructions, respectively. LMS has its history in another term, integrated learning system (ILS) which offers additional functionality beyond instructional content such as management and tracking, more personalized instruction, and integration across the system. The term ILS was originally coined by Jostens Learning, and LMS was originally used to describe the management system part of the many learning systems, content-free and separate from the courseware. The term LMS is currently used to describe a number of different educational computer applications. Educators can post announcements, grade assignments, checking on course activities, and participate in class discussions. Students can submit their work, read and respond to discussed questions, and take quizzes, the creation and maintenance of comprehensive learning content requires substantial initial and ongoing investments of human labor.