“Hybrid learning gives us the advantage of having technology available to learn in the way that we’ve grown used to,” says Ms. Pillwein, who is also a Brock University graduate. “In the abnormal psychology course, the online component is mainly tests and quizzes that you can do in your own time. I’ve found that suits my learning style more, as opposed to doing a test in class where you’d have to memorize a lot of terms and concepts.”
Ms. Pillwein also likes that the professor uploads all of her PowerPoint presentations for students to access and review. She feels that helps get the material embedded in her brain more than writing things down word for word during the lecture.
Ms. Hotham finds that the combination of two hours of classroom lecture and then one hour of online activity for the week is an effective way of teaching the material, particularly because it gives students time to take away what has been said and digest it.
After two years of teaching the course with the online component and one year before that of teaching without it, she says the student grades are higher than when she taught only in the classroom.
Ms. Hotham also finds students are more engaged in the discussion the week after doing the online activities because they have more to talk about. Sometimes she posts a video, which then becomes an online discussion.
Patrick Lyons, director of teaching and learning services at Carleton University in Ottawa, visualizes online learning taking many different forms, presenting all kinds of opportunities that could not be delivered any other way. Carleton has a long history offering distance learning, first broadcasting courses on a local cable TV channel in 1978 and then offering the world’s first video podcast of a university credit course in 2006.
Flipped/Blended/… Teaching/Learning: FridayLive! Collaborative Development Series
Presenters: Steve Gilbert, TLT Group Beth Dailey, TLT Group Dale Parker, Senior Faculty, Cambridge College Penny Kuckkahn, Nicolet College, Instructional Designer Robert Voelker-Morris, Faculty Technology Consultant, University of Oregon Winona Hatcher, Instructional Designer, Augusta University
Date: 11/11/201616
Time: 1:30 PM ET pre session. 2:00 -3:00 PM ET Main event. 3:00 – 3:30 PM ET After thoughts
Description
This is the third in our Flipped/Blended… Teaching/Learning Collaborative Development Series. Faculty considering the next steps toward flipping/blended..teaching/learning and instructional designers and design consultants will all find something of benefit from this series.
In the spring we explored what it means to flip a classroom and added to the flipped classroom toolkit. Over the summer a team of instructional designers assisted a faculty member in designing a flipped lesson. This collaborative development process is the basis of the series.
Please join us in our first meeting of the Hybrid/Online Faculty Support Group on November 16, in Miller Center, MC 205
If you consider transitioning from traditional face-to-face to hybrid and, eventually, online teaching environment, we are the right forum for you.
We intend to entertain pedagogical, as well as technological issues and scenarios for your present and future curricula.
Please do not hesitate to ask, if more information is needed.
The International Journal of Mobile and Blended Learning (IJMBL) provides a forum for researchers in this field to share their knowledge and experience of combining e-learning and m-learning with other educational resources. Providing researchers, practitioners, and academicians with insight into a wide range of topics such as knowledge sharing, mobile games for learning, collaborative learning, and e-learning, this journal contains useful articles for those seeking to learn, analyze, improve, and apply technologies in mobile and blended learning. The journal spans theoretical, technical, and pedagogical issues in mobile and blended learning. These embrace comprehensive or critical reviews of the current literature, relevant technologies and applications, and important contextual issues such as privacy, security, adaptivity, and resource constraints.
Topics Covered
Comprehensive or critical reviews of the current literature
Evaluation of mobile or blended learning in practice
Future of mobile or blended learning
Knowledge Sharing
Learner interaction/collaborative learning
Mobile games for learning
Mobile or blended learning applications
Mobile or blended learning applied at different levels of education from pre-school to tertiary and beyond
Pedagogical and/or philosophical underpinnings of mobile or blended learning
Privacy and security issues
Related research in learning, including e-learning and pedagogical approaches
Resource constraints in the delivery of mobile or blended learning
Reviews of the application of mobile or blended learning in multiple contexts
Role of Wikis, blogs, podcasts, messaging, other online tools, and Web 2.0 components in learning delivery
Roles of mobile, pervasive, and immersive technologies in education
Technologies that directly or indirectly support mobile or blended learning systems (devices, networks, tools etc.)
Theoretical approaches to mobile or blended learning solutions
Use of mobile or blended learning in professional environments
Mission
The primary mission of the International Journal of Mobile and Blended Learning (IJMBL) is to provide comprehensive coverage and understanding of the role of innovative learning theory and practice in an increasingly mobile and pervasive technological environment. As technology enables a more seamless experience of device supported learning worlds that may integrate mobile, embedded, augmented, and immersive technologies, we may expect to see increasing interest and activity in blended approaches to learning. IJMBL brings together researchers at the forefront of this field, in both technology and pedagogical practice and assists them in the development and dissemination of new approaches to both mobile and blended learning.
Revenues for self-paced e-learning in 2016 are heavily concentrated in two countries — the United States and China. The growth rate in the U.S. is at -5.3 percent, representing a $4.9 billion drop in revenues by 2021, while in China, the rate is at -8.8 percent, representing a $1.9 billion drop by 2021. The e-learning market in China has deteriorated rapidly in just the last 18 months, the report said.
Of the 122 countries tracked by Ambient Insight, 15 have growth rates for self-paced e-learning over 15 percent during the next five years. These countries are heavily concentrated in Asia and Africa, with the two outliers being Slovakia and Lithuania.
Eleven of the top 15 growth countries will generate less than $20 million by 2021. Of the top 15, Slovakia and Lithuania are anticipated to generate the highest revenues for self-paced products by 2021, at $55.4 million and $36.5 million, respectively.
The growth rates are negative in every region except Africa, where the growth is flat at 0.9 percent. The steepest declines are in Asia and Latin America at -11.7 percent and -10.8 percent, respectively. The economic meltdowns in Brazil and Venezuela are major inhibitors in Latin America.
There are 77 countries with flat-to-negative growth rates. The countries with the lowest growth rates are Yemen (-18.7 percent), Brazil (-19.8 percent), Qatar (-23.5 percent) and Venezuela (-26.8 percent).
Self-paced e-learning products include online courses, managed education services, managed training, e-books and learning management systems, according to the report. The author does not consider mobile and game-based learning, which are growing, to be in the self-paced e-learning category.
The news on the self-paced e-learning industry is so bad, Ambient Insight will no longer publish commercial syndicated reports on the industry, the firm says on its website and in the report.
It is proposed that a college’s program could fall short in ONE state and lose the right to offer TEACH grants to distance students in ANY state. That might work if every state used the same criteria, but that’s not required. The “Discussion of Costs, Benefits, and Transfers” is a baffling attempt at measuring activity for which there is no good data.
Podcasts have become excellent sources for great storytelling, interviews, and journalism.
From a few minutes to more than an hour, podcasts give content creators a chance to speak directly to their listeners free of distractions, and give listeners a new way to expand their minds during their daily commutes.
