ABSTRACTBlended learning has been a feature of higher education practice and research for almost two decades. This article takes stock of current blended learning research, contributing to the growing number of meta-analyses of higher education and blended learning research more generally, through a review of ninety-seven articles relating to blended learning in higher education published in fifteen journals between 2012 and mid-2017. The review focused on where and when the articles were published; their provenance, scale, scope; methodological approach; the broad research themes; and definition of blended learning used. The review shows that despite its ubiquity, blended learning’s definition is all-encompassing; its spread is global but research is dominated by key players; it is of technical interest; and its research is small-scale, individually focused, seeking to evidence the benefits of blended learning. The article concludes with recommendations of how higher education research could provide institutions with evidence to ensure their ‘best of blends’. 相似文献
Extended families of 12 young adults (9 LD, 3 non-LD) were given a battery of tests and questionnaires, and 131 persons, ranging
in age from 6 to 85, were classified as LD or non-LD on the basis of subtest scores 1 SD below the mean or less on subtests
of the PIAT and WRAT achievement tests. Pedigree analysis indicated that LD was strongly familial, with the most probable
mode involving a major gene effect, but the type of disability (reading/ math) was not directly inherited. Autoimmune disorders
were significantly correlated (P<.005) with LD, especially in families in which LD remained a major handicap into adulthood,
a trait that also varied between families. In two of the LD families, adults showed little evidence of the reading/spelling
deficits they had shown when tested as children, while adults in other families failed to make gains in reading and spelling. 相似文献
Technology plays an integral role in the lives of the majority of the US population. As technology becomes integrated into young people’s lives, questions arise regarding its effects on learning. This exploratory study draws on interviews with students who attend university in the United States to determine how separating students from technology deepens experiential learning. Participants were interviewed following a study abroad course to New Zealand, during which they were disconnected from technologies such as cell phones, the Internet and social media. In the interviews, students discussed their feelings of being disconnected and describe how disconnecting impacted their overall experience. Participants agreed that disconnecting from technology had positive effects on experiential learning and the global experience. Major themes that emerged include students’ enhanced immersion and engagement, the value of disconnection in providing opportunities for personal growth and the difficulty of initial separation from technology as a result of conditioning. 相似文献
Electronic databases provide access to resources in business, communication, education, applied science and technology, and the social sciences. This article identifies the databases that monitor the journals most frequently cited by technical and professional communication researchers. 相似文献
The ubiquity and educational potential of mobile applications are well acknowledged. This paper proposes six theory-based, pedagogical strategies to guide interaction design of mobile apps for young children. Also, to augment the capabilities of mobile devices, we used a humanoid robot integrated with a smartphone and developed an English-learning app that applied the design strategies to this environment. Our observations of children's one-on-one use support the promise of the strategies and the combined use of robots and mobile devices to be a viable option to help optimize mobile learning. 相似文献
Efforts to encourage ‘interactive practice’ in the National Literacy (NLS) and Numeracy (NNS) Strategies in the UK, have led to an emphasis on teacher questions. Recent research into classroom interactions, however, indicate that the pattern of interaction remains largely unchanged since the introduction of these strategies in terms of the type and amount of questions teachers are asking, and the opportunities for extended pupil participation. This article uses evidence gathered from a large‐scale research project examining classroom interactions during literacy and numeracy lessons, and the researchers' critical reflections upon this process, to examine conceptions of interactive pedagogy. It is argued that in order to ‘open’ classroom interaction, emphasis should be less on the questions teachers ask, and more on the manner with which teachers react to pupils' responses to questions. Episodes of classroom interaction from video recorded literacy and numeracy lessons taken as part of the study are used to support this argument. They present evidence of teacher behaviours in reaction to pupils' responses which succeed in facilitating a more interactive learning environment. The implication that such behaviour will contribute towards a model of effective interactive practice is also discussed. 相似文献
The first part of this paper describes the rationale for and process of engaging student teachers in action research during the fourth and final year of their teacher education, which is also their first year as teachers (induction year). During this year the novice teachers are engaged in an action research project as a compulsory assignment in the course ‘Teacher as researcher’. The objective of the course is to provide novice teachers with reflective tools for systematic examination of their work as teachers. The second part of the paper documents the learning process of the teachers of the course (which can also be viewed as action research), since we jointly planned the course, engaged in reflective dialogues with the students and among ourselves and systematically examined our work by personal diary writing and inviting informal and more formal (questionnaire) feedback from the students. The process of our action research is documented in this paper, whereas the product is hopefully implemented in teaching a better course and in more effective support of our students.
La première partie de cet article explique la logique d'une recherche basée sur l'action menée pendant la quatrième et dernière année de formation éducative, qui par ailleurs est aussi la première année de pratique comme enseignant (année d'essai). Pendant l'année, les novices doivent s'adonner à un projet de recherche pour le cours ‘Enseignant comme chercheur’ dont le but est de leur procurer des outils de réflexion pour pouvoir examiner systématiquement leur travail comme enseignant. La seconde partie de l'article illustre ce que nous, les professeurs du cours, apprenons, ce qui peut être considéré comme recherche basée sur l'action puisque nous avons pensé le cours conjointement, et avons établi des dialogues de réflexion avec les étudiants et entre nous, avons systématiquement examiné notre travail en tenant un journal, avons requis des commentaries critiques formels (sous forme d'un questionnaire) et informels des étudiants. Le processus de notre recherche basée sur l'action est illustré dans cet article et nous espérons que son fruit se fera sentir dans un cours meilleur et un soutien plus efficace des étudiants.
La primera parte de este trabajo describe el racional y el proceso de involucramiento de estudiantes de marcos de formación docente en la investigación en acción, durante el cuarto y último año de su formación, el cual a su vez constituye el primer año como docentes (año de prueba). Durante este año los jóvenes docentes se involucrarán en el proyecto de investigación en acción como una tarea obligatoria en el marco del curso ‘El docente como investigador’. El objetivo del curso es de proveer a los jóvenes docentes de herramientas reflexivas para lograr un análisis sistemático de su labor como docentes. La segunda parte del trabajo documenta el proceso de enseñanza de los docentes del curso, nosotros, que a su vez puede ser visto como una investigación en acción ya que hemos planificado el curso en conjunto, nos sumergimos en diálogos reflexivos con los estudiantes y entre nosotros, y hemos analizado sistemáticamente nuestra tarea a través de la escritura de un diario personal, además de solicitar en forma informal y más formal (cuestionario) una retroalimentación de parte de los estudiantes. El proceso de investigación en acción se documenta en este trabajo, esperamos que el producto del mismo sea implementado en el mejoramiento del curso y un apoyo más eficaz para nuestros estudiantes.
Der erste Teil dieses Artikels beschreibt die Leitgedanken und Vorgehensweise eines Aktionsforschungsprojekts mit Lehramtsstudenten im vierten (somit letzten) Jahr ihrer Ausbildung, das zugleich ihr erstes Jahr als Lehrer ist (‘Bewährungsjahr’). Im Laufe dieses Jahrs sind die Neulehrer verpflichtet, an einem Aktionsforschungsprojekt im Rahmen einer Pflichtlehrveranstaltung, ‘Lehrende als Forschende’ teilzunehmen. Ziel dieser Lehrveranstaltung ist es, Neulehrer mit reflektiven Instrumenten für die systematische Untersuchung ihrer eigenen Arbeit als Lehrer auszurüsten. Im zweiten Teil dieses Artikels wird der Lernprozess der Lehrpersonen dokumentiert, die diese Pflichtlehrveranstaltung gemeinsam entwickelten und abhalten. In kritsch‐reflektivem Dialog mit den Studierenden und miteinander, durch Führen eines perseonlichen Tagebuchs und Auseinandersetzung mit formalen und informalen Reaktionen der Studierenden auf die Lehrveranstaltung, fand somit ein Aktionsforschungsprojekt der Lehrerausbilder selbst statt. Der Lernprozess, der sich in diesem Artikel niederschlägt, wird in einer verbesserten Lehrveranstaltung und einer effektiveren Unterstützung der Studierenden beim Übergang in die Berufswirklichkeit umgesetzt. 相似文献
