From Classrooms to Digital Platforms: The Rise of Technology Enhanced Learning | Chapter 7 | Language, Literature and Education: Research Updates Vol. 3

Technology Enhanced Learning (TEL) has brought remarkable transformation to the education sector. The education sector utilized technological changes and advancements, which increased the learning objectives, outcomes, and experiences. This article tries to study the latest technological innovations that are developed in TEL, discusses the possibilities of some of the strategies for implementing these technologies, and examines the future of educational technology. This paper also aims to discuss how TEL is changing the educational paradigms and the potential future developments in this ever-changing educational sector.

 

Author (s) Details

Sri Pavani Balivada
Department of Management, VNR Vignana Jyothi Institute of Engineering and Technology, Hyderabad, India.

 

G. Naga Malleswari
Department of Mathematics, VNR Vignana Jyothi Institute of Engineering and Technology, Hyderabad, India.

 

Please see the book here:- https://doi.org/10.9734/bpi/lleru/v3/5128

The Effect of Blended Learning Simulation on Learning Outcome | Chapter 1 | Language, Literature and Education: Research Updates Vol. 3

The development of aviation training grew rapidly along with the development of technology and science. Therefore, it is necessary for instructional designers to produce new instructional models to take advantage of educational research and development results. This paper presents the formative evaluation for an instructional model for Aerodrome Flight Information training development. The developed instructional model was a blending of e-briefing with face-to-face  role-play simulation and debriefing. The aim of this study was to improve the effectiveness of the developed instructional model. Respondents were selected from eight students who represent low, medium, and high learning achievement students.  This study employed a formative evaluation by Tessmer (2013) with both used qualitative and quantitative approaches. The respondents of field test are 22 students of the 2016-2017 academic years. The formative evaluation consisted of expert review, one-to-one, small group, and field test. This research was carried out at Indonesia Civil Aviation Institute. The data were collected through open-end interview, questionnaire, and field observation. The data analysis used descriptive statistic method. The finding indicates that the blended learning simulation-based model increased learning outcome (+12.55); students and instructors were more satisfy when they implemented this model (4.47); and the model increased student’s attention level (4.5). Based on the findings, the proposed instructional model can be implemented in this institution.

 

Author (s) Details

Sri Rahayu Surtiningtyas

Department of Educational Technology, Postgraduate Program Universitas Negeri Jakarta, Jakarta, Indonesia and The Aviation Polytechnic of Surabaya and the Universitas Negeri Jakarta, Indonesia.

 

Please see the book here:- https://doi.org/10.9734/bpi/lleru/v3/3860

Employing Blended Learning Format in a Professional English Course for Engineering Students | Chapter 2 | Research Highlights in Language, Literature and Education Vol. 7

 The study investigate the effects of employing the mixed learning layout in teaching professional English to Master’s degree graduates of engineering at St.Petersburg State Marine Technical University (Russia). The choice concerning this format was determined by the essentiality to solve the question of students’ self-study hours far exceeding the number of lecture room hours, which was moderately limited. The role of the calculating-mediated component was gambled by the international podium new.edmodo.com. The survey results showed that the policy proved really constructive with the senior graduates the course was designed for, despite the fact that an photoelectric format restricted the scope of possible answers, background certain limits on the development of academic skills. The advance of our experimental education inspired us to apply the alike format inside Bachelor’s degree courses, where the effect produced to be less meaningful however, partly on account of a greater number of school room hours.

Author(s) Details:

V. A. Grigoryeva-Golubeva,
St. Petersburg State Marine Technical University, Russia.

E. K. Silina,
St. Petersburg State Marine Technical University, Russia.

E. A. Surinova,
St. Petersburg State Marine Technical University, Russia.

Please see the link here: https://stm.bookpi.org/RHLLE-V7/article/view/11152

Implementation of Indonesia – Netherlands Joint Project-in Maluku Islands: Activities and Outcomes | Chapter 1 | Emerging Issues in Agricultural Sciences Vol. 5

 The project's title indicates that its basic goals are to base facilities, implement a harmonized learning programme, and design? an agricultural value chain that is to say inclusive and tenable. The project, Setting up a blended education program for sustainable all-embracing agricultural value chain incident in Indonesia, was implemented at the Faculty of Agriculture Pattmura University, Ambon, Maluku, Indonesia all the while 2017 – 2021, to strengthen the competency of  beneficiary institution through supplying of research equipments, international visit of its staffs, instruction and training of the students and staffs, supplying of learning material, etc The project select five crop with potential for the Maluku Islands as the focus of allure educational and research exertions: nutmeg, clove, top part of an animate body, sago, and banana. Two eras of lectures on the course of Agricultural Value Chain Analysis were given in a integrated learning approach after the happening of internet/television convergence conveniences. Three international seminars/webinars were favorably completed all the while the implementation giving keynote speakers from various organizations related to the five picked commodities and accompanied by participants from administration, research and educational institutions, trade institutions and society including ranchers and farmers group. Establishment of Innovation platform for fruit commodity and addition of the agciultural value chain course into the educational program of the Faculty of Agriculture were part of the efforst to institusionalize the project accomplishment.

Author(s) Details:

Semuel Leunufna,
Faculty of Agriculture, Pattimura University, Ambon, Maluku, Indonesia.

Luud Clercx,
Agrofair Company, Barrendrecht, Netherlands.

Idqan Fahmi,
Business School, Bogor Agriculture University (SB-IPB), Bogor, Indonesia.

Diederik de Boer,
Maastricht School of Management (MSM), Netherlands.

Please see the link here: https://stm.bookpi.org/EIAS-V5/article/view/11134

Describing the Alignment of Course Assessment with the Blended-Learning Teaching Approach for a First Year Material Science Course | Chapter 2 | Modern Perspectives in Language, Literature and Education Vol. 8

 Material science, one of the core courses with a significant workload, is feared by first-year mechanical engineering students. The capacity to apply sophisticated materials science to the proper selection of engineering materials cannot be measured in a single final test. In order to work in the blended-learning course, peer-to-peer lecture film enabled inverted classroom scenarios were built. The Moodle course's unique architecture allows students to earn micro-grades over time by participating in a variety of activities such as tests, lectures, presentations, forum discussions, written homework, and glossary entries. The overall course grade is then calculated by adding the micro grades. Improved learning outcomes can be shown in high-quality class discussions and, most importantly for students, slightly improved scores in some cohorts when compared to those tested solely by a final exam (average C+). The study's goal is to show one viable teaching pathway for aligning the course structure and graded activities to the targeted learning outcome - both of which are critical aspects in improving learning outcomes.

Author (S) Details

Prof. Anja Pfennig
HTW Berlin, University of Applied Sciences, Wilhelminenhofstraße 75A, 12459 Berlin, Germany.

View Book :- https://stm.bookpi.org/MPLLE-V8/article/view/3186

A Powerful Blend of Teaching – Learning Process: Constructivism and Intigration of ICT | Chapter 3 | Selected Topics in Humanities and Social Sciences Vol. 3

 Learning takes place in contexts, according to constructivism, whereas technology refers to the designs and situations that engage learners. The research was based on two assumptions. The first is about how ICT-enhanced constructivist learning is now being implemented in the classroom. The second trend is an increasing demand for appropriate teacher education and professional development as a prerequisite for applying constructivist innovation in the classroom.

Author (s) Details

Ashka Shukla
Satyam College of Education, Bharuch, Gujarat, India.

View Book :- https://stm.bookpi.org/STHSS-V3/article/view/2293

An Assessment of Incorporating Online Learning in Higher Education | Chapter 7 | Modern Perspectives in Language, Literature and Education Vol. 5

 In educational settings, learning and teaching have traditionally been viewed as a direct interpersonal classroom activity. As a result of technological advancements, new forms of teaching and evaluation have emerged, and they have gradually become a more prevalent aspect of education. With the advancement of information technology in general, and the Internet and online technologies in particular, there has been a growing emphasis on the development of distance learning methods, allowing students to extend their learning beyond the constraints of space and time. The goal of this paper is to present the results of a case study investigation into student perceptions of the as part of their experience of an M.A. programme in Catholic School Leadership at St Mary's University, Twickenham, the addition of an e-learning component Students were able to participate in a "virtual classroom" by engaging in online learning and sharing discussions sparked by online questions. As a result, the introduction of online learning represents a significant step forward that has the potential to influence pedagogy and assessment. As a result of this investigation, the following conclusion can be reached: While some students had reservations about the facility's implementation, they all agreed that online activities improved the quality of their education.

Author (S) Details

Dr. David Fincham
St Mary’s University College, London, UK.

View Book :- https://stm.bookpi.org/MPLLE-V5/article/view/1636

Reporting a Case Study on Transitioning From Traditional Face-to Face Course Instruction to a Blended Format | Chapter 6 | New Horizons in Education and Social Studies Vol. 3

 This case study briefly describes the journey that one professor took in transitioning from face to-face

course instruction to a blended model at the graduate level. The blended lesson format was based on
the 14 Learner-Centered Psychological Principles developed [1] and revised by the American
Psychological Association Work Group of the Board of Educational Affairs [2]. The professor
developed a student survey specifically to evaluate the blended course in areas not included in the
university’s evaluation. After the first and second semesters, data from the professor’s course
evaluations as well as the student surveys were used to improve the blended course design and
implementation for the third semester. My challenge, as a new faculty member, was to combine best practices in a standards-based learnercentered curriculum and concepts of educational administration using the blended approach in the teaching of graduate students. To do so, an instructor needed a minimum level of technological skills and the belief that the new wave of the future for teaching and learning for all students, PreKindergarten through higher education including doctorial coursework, needed to include the use of technology. This was a tall order to accomplish with only three weeks to read the texts for the courses, develop the syllabus for each course, learn how use Moodle for interaction with the students, and get all the information for the courses into the blended technology format.

Author (s) Details

Dr. Darlene McDonough
Educational Leadership, School of Education, St. Bonaventure University St. Bonaventure, New York, USA.

View Book :- http://bp.bookpi.org/index.php/bpi/catalog/book/257

Recent Perspective: Providing Deep Learning through Active Engagement of Adult Learners in Blended Courses | Chapter 9 | New Horizons in Education and Social Studies Vol.2

Malcolm Knowles [1] indicates that adult learners are most likely to be actively engaged in learning when they are given some choice and control over the learning process. When the curriculum relates to the adult learner’s interests, is individualized, and authentic; the adult learner becomes actively engaged in the process by making a ‘psychological investment’ in learning. Teaching a blended course presents certain challenges for the instructor when creating lessons to actively engage adult learners. This paper discusses how active engagement is defined and determined, barriers that impact adult learners attempting to actively engage in learning, and various strategies to actively engage adult learners that directly align to the characteristics of the adult learning process, in a blended course.

Author(s) Details

Dr. Darlene Mc Donough,
School of Education, St. Bonaventure University St. Bonaventure, New York.

View Book :- http://bp.bookpi.org/index.php/bpi/catalog/book/215