Design of the blended learning course in engineering education
Tóm tắt: 52
| 
PDF: 112 
##plugins.themes.academic_pro.article.main##
Author
Từ khóa:
Blended learning model
course design
industrial revolution 4.0
development of students’ capacity
online learning
Tóm tắt
Blended Learning is a flexible learning model that combines the creative advances and technology of online learning with the interaction and engagement of face-to-face learning. One of the best ways to deal with the need for \"learning anywhere, learning anytime, learning everything, learning flexibly, learning openly and learning for the whole life\", which becomes an inevitable trend currently. This requires teachers to design a course and organize the teaching process to ensure the formation and development of learners’ self-learning ability as well as the cultivation of the skills in using and mastering technology. The paper outlines the steps to be taken to design a blended learning course to help teachers in the course design suitable for their teaching process at university meeting the fourth industrial revolution.
Tài liệu tham khảo
-
[1] Exeter, D.J., Ameratunga, S., Ratima, M., Morton, S. Dickson, M., Hsu, D. and Jackson, R., “Student engagement in very large classes: the teachers’ perspective”, Studies in Higher Education, Vol. 35, No. 7, (2010), 761-775.
[2] Garrison, D. R., & Kanuka, H., “Blended learning: Uncovering its transformative potential in higher education, Internet and Higher Education, 7(2), 95–105. doi:10.1016/j.iheduc.2004.02.001.
[3] Woolf, B., et al., “AI Grand Challenges for Education”, Retrieved from https://pdfs.semanticscholar.org/d0bc/ efbdd145ae02890742010d187eda1619f685.pdf, (2013)
[4] Boelens, R., Van Laer, S., De Wever, B., & Elen, J., “Blended learning in adult education: towards a definition of blended learning”, Adult Learners Online! Blended and Online Learning in Adult Education and Training. Retrieved from http://www.iwt-alo.be/wpcontent/uploads/2015/08/01-Project-report-Blended-learning-in-adult-education-towards-adefinition-of-blended-learning.pdf, (2015).
[5] Fry, H., Ketteridge, S., & Marshall, S., “A handbook for teaching and learning in higher education: enhancing academic practice”, (H. Fry, S. Ketteridge, & S. Marshall, Eds.) (Third edit). New York and London: Routledge. Retrieved from https://books.google.be/books?id=5Rp9AgAAQBAJ&printsec=frontcover&hl=nl&source=gbs_ge_summary_r&cad=0#v=onepage&q&f=false, (2008).
[6] VanLehn, K., “The Relative Effectiveness of Human Tutoring, Intelligent Tutoring Systems, and Other Tutoring Systems” Educational Psychologist, 46(4), (2011), 197-221.
[7] Allen, I. E., Seaman, J., & Garrett, R., “Blending in: The extent and promise of blended education in the United States”, The Sloan Consortium. Retrieved from http://sloanconsortium.org/publications/survey/blended06, (2007).
[8] Bernard, R. M., Borokhovski, E., Schmid, R. F., Tamim, R. M., & Abrami, P. C., “A meta-analysis of blended learning and technology use in higher education: from the general to the applied”, Journal of Computing in Higher Education, 26(1), (2014), 87–122. doi:10.1007/s12528-013-9077-3
[9] Bliuc, A.-M., Goodyear, P., & Ellis, R. A., “Research focus and methodological choices in studies into students’ experiences of blended learning in higher education”, The Internet and Higher Education, 10(4), (2007), 231–244. doi:10.1016/j.iheduc.2007.08.001
[10] Kaye Thorne, “Blended learning: how to integrate online and traditional learning”, Includes bibliographical references and index. ISBN 0-7494-3901-7, (2003).
[11] Graham, C. R., “Blended learning systems: Definition, current trends, and future directions”, In C. J. Bonk & C. R. Graham (Eds.), Handbook of blended learning Global perspectives local designs (pp. 3–21). San Francisco: John Wiley and Sons. doi:10.2307/4022859, (2006).
[12] Littlejohn, Allison & Pegler, Chris, “Preparing for blended e-learning Routledge (Abingdon UK & New York)”, British Journal of Educational Technology. Vol 39 No 4 2008.
[13] Graham C. R., “Emerging practice and research in blended learning”, In I. G. (Ed.), Handbook of distance education 3rd ed (2013), (pp. 333–350), New York, NY: Routledge
[14] Van der Sluis, H., & May, S., “Tag to track? Analytics to measure the impact of educational policies”, Brookes E-Journal of Learning and Teaching, 7(2), (2015).
[15] Mugenyi Justice Kintu, Chang Zhu, Edmond Kagambe, “Blended learning effectiveness: the relationship between student characteristics, design features and outcomes”, International Journal of Educational Technology in Higher Education, (2017), 1-20.
[16] A N Cahyono, Zaenuri, M Subagja, “The Design of Blended Learning Modules for Higher Education”, International Conference on Education, Science and Technology 2019. doi:10.1088/1742-6596/1387/1/012121, (2019).
[17] Willging, P. A., & Johnson, S. D., “Factors that influence students’ decision to drop-out of online courses”, Journal of Asynchronous Learning Networks, 13(3), (2009), 115–127.
[18] Lai, M., Lam, K. M., & Lim, C. P., “Design principles for the blend in blended learning: A collective case study”, Teaching in Higher Education, 21(6), 716–729. https://doi-org.brockport.idm.oclc.org/10.1080/13562517.2016.1183611, (2016).
[19] Owston, R., & York, D. N., “The nagging question when designing blended courses: Does the proportion of time devoted to online activities matter”, The Internet and Higher Education, 36, (2018), 22–32. https://doiorg.brockport.idm.oclc.org/10.1016/j.iheduc.2017.09.001
[20] Salmon, G., Pechenkina, E., Chase, A., & Ross, B., “Designing Massive Open Online Courses to take account of participant motivations and expectations”, British Journal of Educational Technology, 48(6), (2017), 1284–1294. https://doi-org.brockport.idm.oclc.org/10.1111/bjet.12497
[21] Zielinski, D., “Can you keep learners online”, Training, 37(3), (2000), 64–75.
[22] Tselios, N., Daskalakis, S., & Papadopoulou, M., “Assessing the acceptance of a blended learning university course”, Educational Technology & Society, 14(2), (2011), 224–235.
[23] Goyal, E., & Tambe, S., “Effectiveness of Moodle-enabled blended learning in private Indian Business School teaching NICHE programs”, The Online Journal of New Horizons in Education, 5(2), (2015), 14–22.
[24] Dziuban, C., Hartman, J., & Moskal, P., “Blended Learning”, Educause Centre for Applied Research Bulletin, (2004).
[25] Huang.J,, “The Pre-service vocational modes for the secandary school teachers in Taiwan – Case study of Normal University”, Meitan Higher Education, 32(3): (2014), 68-72.
[26] Dhanya Krishnan, “Effect of blended learning strategy on higher order thingking and learning science among secondary school students”, Doctor of philosophy in education, october 2011.
[27] Watson, J., “Blended Learning: The Convergence of Online and Face-to-Face Education”, Promising practices in online learning (Vol. 572). North American Council for Online Learning. Retrieved from http://www.inacol.org/research/promisingpractices/NACOL_PP-BlendedLearning-lr.pdf, (2008).
[28] Wanner, T., & Palmer, E., “Personalising learning: exploring student and teacher perceptions about flexible learning and assessment in a flipped university course”, Computers & Education, 88, 354–369. http://doi.org/10.1016/j.compedu.2015.07.008, (2015).
Xem thêm
##plugins.themes.academic_pro.article.sidebar##
Đã Xuất bản
Jun 30, 2020
Download
Cách trích dẫn
Tran Van Hung. “Design of the Blended Learning Course in Engineering Education”. Tạp Chí Khoa học Và Công nghệ - Đại học Đà Nẵng, vol 18, số p.h 6, Tháng Sáu 2020, tr 93-98, doi:10.31130/jst-ud2020-119E.
