2021 EDUCAUSE Horizon Report® | Teaching and Learning Edition

Title:

2021 EDUCAUSE Horizon Report® | Teaching and Learning Edition

Published:

EDUCAUSE, 26 April 2021

https://library.educause.edu/resources/2021/4/2021-educause-horizon-report-teaching-and-learning-edition

Content of report:

This report profiles key trends and emerging technologies and practices shaping the future of teaching and learning and envisions a number of scenarios and implications for that future. It is based on the perspectives and expertise of a global panel of leaders from across the higher education landscape.

Developing Museum Education Content: AR Blended Learning [Scholarly Article - The International Journal of Art & Design Education, 2021]

Title:

Developing Museum Education Content: AR Blended Learning

 

Authors:

 JiHye Lee, Hyun‐Kyung Lee, Dabin Jeong, JiEun Lee, TaeRyun Kim & JiHyon Lee

 

Published:

The International Journal of Art & Design Education, 15 March 2021

https://onlinelibrary.wiley.com/doi/full/10.1111/jade.12352

 

Abstract:

Traditional museums of culture and history are failing to develop or make effective use of augmented reality (AR) technology. To address this deficit, the present study sought to develop online and offline experiential AR learning tools that would enable children to more fully explore museum artefacts. The study approach was based on the Blended Learning Model, which utilises symbiotic online and offline conversions and arrangements to enhance learning effectiveness. First, the study investigated the characteristics and limitations of existing AR technology from the perspective of children’s education by focusing on cultural assets. Second, an educational app with cultural heritage content was designed on the basis of a survey of stakeholders’ perceptions and needs. A blended learning experiment was then conducted, involving five steps (1) making a 3D assembly model (offline); (2) viewing the 3D model through the AR app; (3) learning about the cultural relic from a textbook (offline); (4) exploring the 3D model through the AR Quiz Game (online); and ( 5) visiting the museum (offline). This programme was found to be appropriate for elementary school third and fourth graders, who responded with high levels of flow and interest. The findings suggest that this experiential AR blended learning tool provides a more meaningful experience that motivates children to appreciate the value of cultural/historical assets.

Higher Education Policy Institute (HEPI) - Blended learning: a long-term shift in pedagogy

Title:

Blended learning: a long-term shift in pedagogy

 

Author:

Prof Stephanie Marshall, Vice Principal (Education), Queen Mary University of London

 

Published:

Higher Education Policy Institute (HEPI), 4 November 2020

https://www.hepi.ac.uk/2020/11/04/blended-learning-a-long-term-shift-in-pedagogy/

From the article:

As lockdowns eased through the summer universities built on the successes (or otherwise) of their online provision to prepare more fully realised blended models for the autumn. This has meant that students are currently assured of a continued strong learning experience even as the UK moves back into a period of greater restriction. However, despite the incredible effort and energy that has been put in, the question still gets asked, ‘what exactly do we mean by ‘blended learning’?’

Scholarly Article (IJIET, 2020) - Learning Effectiveness and Efficiency in Tertiary Mathematics Education under Core-and-Spoke Model

Title:
Learning Effectiveness and Efficiency in Tertiary Mathematics Education under Core-and-Spoke Model

Authors:
Chia-Ying Khor, Fang-Fang Chua & Tek-Yong Lim

Published:
International Journal of Information and Education Technology (IJIET), Volume 10, Issue 7: 505-510, 2020
http://www.ijiet.org/show-142-1649-1.html

Abstract:
In Malaysia, traditional teaching approach is still the most common approach used in the tertiary mathematics education. Under the traditional teaching approach, students learn mathematics through rote-learning and being “spoon-fed”. Traditional teaching approach may lead to students have loss of interest in learning mathematics and consequently, students seriously do not reach in-depth understanding of mathematics. This shows that students do not learn mathematics effectively and efficiently. The motivation of this research is to find out student’s learning effectiveness and efficiency in learning the tertiary mathematics course under a designed blended learning approach that incorporates the core-and-spoke model. A preliminary statistical analysis is conducted at early stage to give a better understanding on the collected data. The analysis of student’s learning effectiveness is carried out based on the student’s learning outcome achievement and learning satisfaction. Technical efficiency in data envelopment analysis (DEA) is employed to evaluate the student’s learning efficiency. The results show that the students not only have more interest in learning the tertiary mathematics, but also they are able to learn in a more effective and efficient way under the designed blended learning approach.

Scholarly Article (2020) - LMS-enabled blended learning utilization in distance tertiary education: establishing the relationships among facilitating conditions, voluntariness of use and use behaviour

Title:
LMS-enabled blended learning utilization in distance tertiary education: establishing the relationships among facilitating conditions, voluntariness of use and use behaviour

Authors:
Brandford Bervell & Valentina Arkorful

Published:
International Journal of Educational Technology in Higher Education, 17 March 2020

From the abstract:
"Distance education has evolved partly through technologies that defined them in the various generations of distance education delivery. However, in the twenty-first century, the use of Learning Management System (LMS) has changed the face of distance education delivery. Even the traditional face-to-face based distance education mode is now adopting the LMS as a mediating technology between instructors and students. However, in the usage of LMS-enabled blended learning, several factors have been cited in the literature as enablers towards actual usage of LMS technology. Factors such as facilitating conditions, voluntariness of use and actual use behaviour have been important in contemporary literature. Despite their importance, the chasm in the literature is the nuances existing in terms of relationships between these three factors. This study fills the gap by defining a model based on the three factors to provide an in depth empirical study on their relationships and how they influence LMS-enabled blended learning uptake of distance education by tutors."

Citation:
Bervell, B., Arkorful, V. LMS-enabled blended learning utilization in distance tertiary education: establishing the relationships among facilitating conditions, voluntariness of use and use behaviour. Int J Educ Technol High Educ 17, 6 (2020). https://doi.org/10.1186/s41239-020-0183-9

Scholarly Article: Blended Learning and Academic Achievement: A Meta-Analysis

Title:
Blended learning and academic achievement: a meta-analysis

Authors:
Hossein Najafi & Mozhgan Heidari

Published:
Journal of Iranian Distance Education, Volume 1, Issue 3, Winter 2019, pp. 39-48

From the abstract:
"The purpose of the present research was to conduct a meta-analysis of Iranian studies on blended learning and academic achievement. As the third generation of distance education, blended learning integrates the strenghts of face-to-face and online approaches. The methodology involved estimating the effect size for the relationship between blended learning and academic achievement."

To read this article:
http://idej.journals.pnu.ac.ir/article_5352.html

Scholarly article: Investigating self-directed learning and technology readiness in blending learning environment

Title:
Investigating self-directed learning and technology readiness in blending learning environment

Authors:
Shuang Geng, Kris, M.Y. Law and Ben Niu

Published in International Journal of Educational Technology in Higher Education, 16, Article number: 17 (2019)

Focusing on blended learning (BL), this article "examined the impacts of self-directed learning, technology readiness, and learning motivation on the three presences (social, teaching, cognitive) among students undertaking subjects in BL and non-BL (NBL) settings."

To read this article:
https://educationaltechnologyjournal.springeropen.com/articles/10.1186/s41239-019-0147-0