Archive of ‘hybrid learning’ category

disruptive technologies higher ed

The top 5 disruptive technologies in higher ed

By Leigh M. and Thomas Goldrick June 5th, 2017
The Internet of Things (IoT), augmented reality, and advancements in online learning have changed the way universities reach prospective students, engage with their current student body, and provide them the resources they need.
Online Learning
Despite online learning’s successes, many still believe that it lacks the interaction of its in-person counterpart. However, innovations in pedagogical strategy and technology are helping make it much more engaging.

Competency-based Education

Competency-based education (CBE) recognizes that all students enter a program with different skills and proficiencies and that each moves at a different rate. We now possess the technology to better measure these differences and design adaptive learning programs accordingly. These programs aim to increase student engagement, as time is spent expanding on what the students already know rather than having them relearn familiar material.

The Internet of Things

The Internet of Things has opened up a whole new world of possibilities in higher education. The increased connectivity between devices and “everyday things” means better data tracking and analytics, and improved communication between student, professor, and institution, often without ever saying a word. IoT is making it easier for students to learn when, how, and where they want, while providing professors support to create a more flexible and connected learning environment.

Virtual/Augmented Reality

Virtual and augmented reality technologies have begun to take Higher Ed into the realm of what used to be considered science fiction.

More often than not, they require significant planning and investment into the infrastructure needed to support them.

Artificial Intelligence

an A.I. professor’s assistant or an online learning platform that adapts to each student’s specific needs. Having artificial intelligence that learns and improves as it aids in the learning process could have a far-reaching effect on higher education both online and in-person.

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more on disruptive technologies in this IMS blog
https://blog.stcloudstate.edu/ims?s=disruptive+technologies

online students expectations

Study: Online Students Want Interaction, Community

By Rhea Kelly  06/21/17

https://campustechnology.com/articles/2017/06/21/study-online-students-want-interaction-community.aspx

a new report from Learning House and Aslanian Market Research. For the sixth annual “Online College Students 2017: Comprehensive Data on Demands and Preferences” report, researchers polled 1,500 students who are “seriously considering, currently enrolled in or have recently graduated from a fully online program”

a number of recommendations for helping online programs attract students, including:

  • Cater to students’ career goals. “Since online students are so career focused, understanding which programs will best educate students for the job market is critical to online program success,” the researchers noted;
  • Make sure admissions offices provide fast responses to online students, as well as upfront figures on financial aid and transfer credits; and
  • Adapt online access to accommodate mobile technology.

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more on online students in this IMS blog
http://blog.stcloudstate.edu/ims?s=online+students

future blended learning

Dr. Baiyun Chen, OLC Institute faculty for the Blended Learning Mastery Series: Research into Practice, joins us to discuss the future  of blended learning in higher education

Insights from the Field: The Future of Blended Learning

The design of blended learning curriculum will be more diversified and personalized with the integration of creative in-class active learning strategies and innovative educational technologies, such as adaptive learning, virtual reality, mobile technologies

Quality assurance is the biggest challenge with implementing blended learning in the higher education environment today. I would propose institutions to adopt evidence-based standards for course evaluations. For instance, the OLC Quality Scorecard for Blended Learning Programs

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more on blended learning in this IMS blog
http://blog.stcloudstate.edu/ims?s=blended+learning

personalized learning

What Do We Really Mean When We Say ‘Personalized Learning’?

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more on personalized learning in this IMS blog
http://blog.stcloudstate.edu/ims?s=personalized+learning

Blended Synchronous Learning Environment

Wang, Q., Quek, C., & Hu, H. (2017). Designing and Improving a Blended Synchronous Learning Environment : An Educational Design Research. International Review of Research in Open and Distributed Learning, 18(3), 99-118

http://www.irrodl.org/index.php/irrodl/article/view/3034/4142

Definition: blended synchronous learning has attracted much attention and it is often labelled with synchronous hybrid learning (Cain & Henriksen 2013); synchronous blended learning (Okita, 201 3 ); multi – access learning (Irvine, Code, & Richards, 2013); or simultaneous delivery of course s to on – campus and off – campus students (White et al ., 2010). Adapted from the definition given by Bower , Dalgarno, Kennedy, Lee, and Kenney (2015), blended synchronous learning in this paper is defined as a learning method that enables online students to participate in classroom learning activities simultaneously via comput er – mediated communication technologies such as video conferencing . By following this approach , on – campus students attend F2F le ssons in the physical classroom. M eanwhile, online students who are situated at multiple sites participate in the identical class room learning activities via two – way video conferencing in real time .

With regard to  educational benefits , blended synchronous learning can help to establish rich teaching presence, social presence, and cognitive presence ( Garrison, Anderson, & Archer, 200 0 ; Szeto, 2015 ). A BSLE provides a mimic classroom environment (White et al. , 2010) , where teachers ’ direct instruction and facilitation can be easily carried out a nd the teaching presence is hence naturally established.

blended online grants

Blended, Online Learning Innovation Grants Up for Grabs

By Dian Schaffhauser 04/18/17

https://thejournal.com/articles/2017/04/18/blended-online-learning-innovation-grants-up-for-grabs.aspx

Last year, the Foundation for Blended and Online Learning issued grants of up to $10,000 to seven recipients.

“overcome achievement gaps, drive engagement and personalize learning”

The funding, which goes the school, not the individual recipient, is expected to be used for technology, professional development, curriculum and related resources.

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more on blended learning in this IMS blog
http://blog.stcloudstate.edu/ims?s=blended+learning

definition of blended learning

The Definition Of Blended Learning

January 18, 2013 http://www.teachthought.com/learning/blended-flipped-learning/the-definition-of-blended-learning/

the Sloan Consortium defined hybrid courses as those that “integrate online with traditional face-to-face class activities in a planned, pedagogically valuable manner.” Educators probably disagree on what qualifies as “pedagogically valuable,” but the essence is clear: Hybrid education uses online technology to not just supplement, but transform and improve the learning process.

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more on blended / hybrid learning in this IMS blog
http://blog.stcloudstate.edu/ims?s=blended

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