Transcript Document

Supporting Student Success Through the Use of Blended Learning
Filimon Tsionas
ADED 4F35 Assignment #3, Faculty of Education, Brock University, St. Catharines, Ontario
Online Learning
Introduction
Workplace Blended Learning
It is identified that without proper online learner-tolearner communication and cooperation, students
would feel disconnected and isolated because
sharing ideas with classmates was difficult without
traditional face-to-face interaction (Steinman, 2007,
p. 48).
In order to support
today’s adult learner in
the new knowledge
economy, the adult
learning paradigm is
shifting from teaching to
learning as we try and
connect andragogy to
technology. In order to
support this change in
delivery, face-to-face
cohort lectures have been
combined with online
learning to create
blended learning.
Technologies such as
mobile, digital inking,
laptops, etc., are used to
support student success.
Kim, Bonk, and Teng, (2009) identified that the
blended learning delivery modality, within the
context of the workplace environment, will become
a popular mode of learning in Western countries,
but also in Asia; and it is thought that it is plausible
that 80-90% of colleges and corporate training
facilities will incorporate blended learning with an
estimated one billion learners (p. 300).
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Blended
Learning
Conclusions
Students Experiences with
Blended Learning
Blended learning provided a means to improve
reflected learning because the study’s feedback
from the students identified that the learning was
now personally significant (Cooner, 2010, p. 272).
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The combination use of
online and face-to-face
learning has positively
impacted adult education
and student academic
success. It can be
presumed, that blending
learning has now created
an adult learning
environment that has
equated to benefits
measured by increased
student achievements.
Increased study must be
additionally conducted in
the field of online and
conventional classroom
techniques to fully
emphasize the
opportunities in the
future.
Students Perceptions of Blended
Learning
Creating teamwork skills, students could then adapt
learning by critical examination of their problems
through dialogue and negotiation (Pombo,
Loureiro, and Moreira, 2010, p. 219).
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References
Cooner, T., S. (2010). Creating opportunities for students in large cohorts to reflect in and on practice: Lessons learnt from a formative evaluation of students’ experiences of
a technology-enhanced blended learning design. British Journal of Educational Technology, 41(2), 271-286. doi:10.1111/j.1467-8535.2009.00933.x.
Kim, K. J., Bonk, C. J., Teng, Y. T. (2009). The present state and future trends of blended learning in workplace learning settings across five countries. Asia Pacific Education,
10, 299-308. doi:10.1007/s12564-009-9031-2.
Pombo, L., Loureiro, M. J., Moreira, A. (2010). Assessing collaborative work in a higher education blended learning context: Strategies and students’ perceptions.
Educational Media International, 47(3), 217-229. doi:10.1080/09523987.2010.518814.
Steinman, S. (2007). Educational experiences and the online student. TechTrends, 51(5), 46-52.
Poster template: depauw.edu