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Charles R Graham - One of the best experts on this subject based on the ideXlab platform.
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a thematic analysis of the most highly cited scholarship in the first decade of Blended Learning research
Internet and Higher Education, 2014Co-Authors: Lisa R Halverson, Charles R Graham, Kristian J Spring, Jeffery S Drysdale, Curtis R HenrieAbstract:Abstract Blended Learning, which combines face-to-face and online Learning modalities, is a heterogeneous and steadily developing area of design and inquiry. With the expansion and maturation of Blended Learning research, voices enter the conversation in increasing numbers and diversity. This study continues the work begun by Halverson, Graham, Spring, and Drysdale (2012), which determined the most frequently cited books, edited book chapters, and articles on Blended Learning, as well as the journals in which these highly cited articles appeared. After finding where the conversations about Blended Learning were happening and which scholars were at the forefront of these conversations, we now look at what the conversations on Blended Learning are really about. Using thematic analysis, we uncover the methodologies, research questions, and theoretical frameworks in this scholarship, and then discuss the implications of these findings for Blended Learning research. In doing so, we promote further understanding of the center of this emerging area of study.
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essentials for Blended Learning a standards based guide
2013Co-Authors: Jared Stein, Charles R GrahamAbstract:Essentials for Blended Learning provides a practical, streamlined approach for creating effective Learning experiences by blending online activities and the best of face-to-face teaching. Effective Blended Learning requires rethinking of teaching practices and a redesign of course structure. Suitable for instructors in any content area, this book simplifies these difficult challenges without neglecting important opportunities to transform teaching. The revised second edition is more streamlined and easier to use, and includes more real-world examples of Blended teaching and Learning, the latest technologies, and additional research-based Learning activities.
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a framework for institutional adoption and implementation of Blended Learning in higher education
Internet and Higher Education, 2013Co-Authors: Charles R Graham, Wendy Woodfield, Buckley J HarrisonAbstract:Abstract There has been rapid growth in Blended Learning implementation and research focused on course-level issues such as improved Learning outcomes, but very limited research focused on institutional policy and adoption issues. More institutional-level Blended Learning research is needed to guide institutions of higher education in strategically adopting and implementing Blended Learning on campus. This research investigates six cases of institutional adoption of Blended Learning to examine the key issues that can guide university administrators interested in this endeavor. Cases were selected to represent institutions at various stages of Blended Learning adoption including (1) awareness/exploration, (2) adoption/early implementation, and (3) mature implementation/growth. Cases are used to identify and elaborate on core issues related to institutional strategy, structure, and support, spanning the adoption stages.
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an analysis of research trends in dissertations and theses studying Blended Learning
Internet and Higher Education, 2013Co-Authors: Jeffery S Drysdale, Charles R Graham, Kristian J Spring, Lisa R HalversonAbstract:Abstract This article analyzes the research of 205 doctoral dissertations and masters' theses in the domain of Blended Learning. A summary of trends regarding the growth and context of Blended Learning research is presented. Methodological trends are described in terms of qualitative, inferential statistics, descriptive statistics, and combined approaches to data analysis. Research topics are divided into nine topics (learner outcomes, dispositions, instructional design, interaction, comparison, demographics, technology, professional development, and other), each containing several sub-topics. Patterns in these topics are analyzed to identify gaps in research and to highlight opportunities for future research as the field of Blended Learning continues to grow.
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emerging practice and research in Blended Learning
2012Co-Authors: Charles R GrahamAbstract:BACKGROUND AND DEFINITION OF Blended Learning Discussion of blending Learning (BL) is appearing with increased frequency in both the scholarly literature and the popular press. A 2011 literature search by the author found close to 200 dissertations and hundreds of journal articles on the topic (Halverson, Graham, Spring, & Drysdale, 2012). It has also been identifi ed by the American Society for Training and Development as a top trend in the knowledge delivery industry (Rooney, 2003). Historically, Blended Learning was predominantly found in corporate and higher education contexts, but its use is now increasingly found in K-12 education (Picciano, Seaman, Shea, & Shaw 2012; Staker et al., 2011). Its use in higher education has grown rapidly and is predicted to become the “new traditional model” (Ross & Gage, 2006, p. 167) or the “new normal” in course delivery (Norberg, Dziuban, & Moskal, 2011, p. 207). A 2008 report sponsored by the North American Council for Online Learning (NACOL) stated, “Blended Learning is likely to emerge as the predominant model of the future” (Watson, 2008, p. 3).
Lisa R Halverson - One of the best experts on this subject based on the ideXlab platform.
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a thematic analysis of the most highly cited scholarship in the first decade of Blended Learning research
Internet and Higher Education, 2014Co-Authors: Lisa R Halverson, Charles R Graham, Kristian J Spring, Jeffery S Drysdale, Curtis R HenrieAbstract:Abstract Blended Learning, which combines face-to-face and online Learning modalities, is a heterogeneous and steadily developing area of design and inquiry. With the expansion and maturation of Blended Learning research, voices enter the conversation in increasing numbers and diversity. This study continues the work begun by Halverson, Graham, Spring, and Drysdale (2012), which determined the most frequently cited books, edited book chapters, and articles on Blended Learning, as well as the journals in which these highly cited articles appeared. After finding where the conversations about Blended Learning were happening and which scholars were at the forefront of these conversations, we now look at what the conversations on Blended Learning are really about. Using thematic analysis, we uncover the methodologies, research questions, and theoretical frameworks in this scholarship, and then discuss the implications of these findings for Blended Learning research. In doing so, we promote further understanding of the center of this emerging area of study.
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an analysis of research trends in dissertations and theses studying Blended Learning
Internet and Higher Education, 2013Co-Authors: Jeffery S Drysdale, Charles R Graham, Kristian J Spring, Lisa R HalversonAbstract:Abstract This article analyzes the research of 205 doctoral dissertations and masters' theses in the domain of Blended Learning. A summary of trends regarding the growth and context of Blended Learning research is presented. Methodological trends are described in terms of qualitative, inferential statistics, descriptive statistics, and combined approaches to data analysis. Research topics are divided into nine topics (learner outcomes, dispositions, instructional design, interaction, comparison, demographics, technology, professional development, and other), each containing several sub-topics. Patterns in these topics are analyzed to identify gaps in research and to highlight opportunities for future research as the field of Blended Learning continues to grow.
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an analysis of high impact scholarship and publication trends in Blended Learning
Distance Education, 2012Co-Authors: Lisa R Halverson, Charles R Graham, Kristian J Spring, Jeffery S DrysdaleAbstract:Blended Learning is a diverse and expanding area of design and inquiry that combines face-to-face and online modalities. As Blended Learning research matures, numerous voices enter the conversation. This study begins the search for the center of this emerging area of study by finding the most cited scholarship on Blended Learning. Using Harzing’s Publish or Perish software (http://www.harzing.com/pop.htm), we determined the most frequently cited books, book chapters, and articles on the subject of Blended Learning, as well as the journals in which these highly cited articles appeared. Through these findings we offer some conclusions about where the conversations about Blended Learning are happening, which scholars are at the forefront of these conversations, and other emerging trends in Blended Learning scholarship.
O R Anderson - One of the best experts on this subject based on the ideXlab platform.
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students perceptions of a Blended Learning experience in dental education
European Journal of Endocrinology, 2018Co-Authors: S Varthis, O R AndersonAbstract:Introduction “Flipped” instructional sequencing is a new instructional method where online instruction precedes the group meeting, allowing for more sophisticated Learning through discussion and critical thinking during the in-person class session; a novel approach studied in this research. Purpose The purpose of this study was to document dental students' perceptions of flipped-based Blended Learning and to apply a new method of displaying their perceptions based on Likert-scale data analysis using a network diagramming method known as an item correlation network diagram (ICND). In addition, this article aimed to encourage institutions or course directors to consider self-regulated Learning and social constructivism as a theoretical framework when Blended Learning is incorporated in dental curricula. Materials and Methods Twenty (second year) dental students at a Northeastern Regional Dental School in the United States participated in this study. A Likert scale was administered before and after the Learning experience to obtain evidence of their perceptions of its quality and educational merits. Item correlation network diagrams, based on the intercorrelations amongst the responses to the Likert-scale items, were constructed to display students' changes in perceptions before and after the Learning experience. Results Students reported positive perceptions of the Blended Learning, and the ICND analysis of their responses before and after the Learning experience provided insights into their social (group-based) cognition about the Learning experience. The ICNDs are considered evidence of social or group-based cognition, because they are constructed from evidence obtained using intercorrelations of the total group responses to the Likert-scale items. Conclusions The students positively received Blended Learning in dental education, and the ICND analyses demonstrated marked changes in their social cognition of the Learning experience based on the pre- and post-Likert survey data. Self-regulated Learning and social constructivism are encouraged as useful theoretical frameworks for a Blended Learning approach.
Jeanne Schreurs - One of the best experts on this subject based on the ideXlab platform.
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constructivism based Blended Learning in higher education
International Journal of Emerging Technologies in Learning (ijet), 2012Co-Authors: Ahmad Alhuneidi, Jeanne SchreursAbstract:This paper explain how to apply Constructivism and Conversation theories in Blended Learning environment in order to increase Learning outcomes and quality. Some scenarios of Constructivism based Blended Learning activities are presented in this paper. In addition, a Constructivism Based Blended Learning model for â??ICT Management
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constructivism based Blended Learning in higher education
World Summit on the Knowledge Society, 2011Co-Authors: Ahmad Alhuneidi, Jeanne SchreursAbstract:This paper explains how to apply Constructivism and Conversation theories in Blended Learning environment in order to increase Learning outcomes and quality. Some scenarios of Constructivism based Blended Learning activities are presented in this paper. In addition, a Constructivism Based Blended Learning model for “ICT Management” course, a compulsory course in Master of Management Information Systems program at Hasselt University, is proposed. The proposed model applies and combines Constructivism and Conversation theories in Blended Learning environment, in which the student is an active maker of knowledge. In the proposed model a variety of Learning activities and scenarios, differentiated for working students and regular students are applied, supported by innovative ICT tools, which facilitate applying Constructivism and Conversation theories and increase the level of communication and interaction between students; as a result, Learning quality, experience and outcomes are increased effectively.
Emmanuel Sorbets - One of the best experts on this subject based on the ideXlab platform.
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Blended Learning Compared to Traditional Learning in Medical Education: Systematic Review and Meta-Analysis.
Journal of medical Internet research, 2020Co-Authors: Alexandre Vallée, Jacques Blacher, Alain Cariou, Emmanuel SorbetsAbstract:Background Blended Learning, which combines face-to-face Learning and e-Learning, has grown rapidly to be commonly used in education. Nevertheless, the effectiveness of this Learning approach has not been completely quantitatively synthesized and evaluated using knowledge outcomes in health education. Objective The aim of this study was to assess the effectiveness of Blended Learning compared to that of traditional Learning in health education. Methods We performed a systematic review of Blended Learning in health education in MEDLINE from January 1990 to July 2019. We independently selected studies, extracted data, assessed risk of bias, and compared overall Blended Learning versus traditional Learning, offline Blended Learning versus traditional Learning, online Blended Learning versus traditional Learning, digital Blended Learning versus traditional Learning, computer-aided instruction Blended Learning versus traditional Learning, and virtual patient Blended Learning versus traditional Learning. All pooled analyses were based on random-effect models, and the I2 statistic was used to quantify heterogeneity across studies. Results A total of 56 studies (N=9943 participants) assessing several types of Learning support in Blended Learning met our inclusion criteria; 3 studies investigated offline support, 7 studies investigated digital support, 34 studies investigated online support, 8 studies investigated computer-assisted instruction support, and 5 studies used virtual patient support for Blended Learning. The pooled analysis comparing all Blended Learning to traditional Learning showed significantly better knowledge outcomes for Blended Learning (standardized mean difference 1.07, 95% CI 0.85 to 1.28, I2=94.3%). Similar results were observed for online (standardized mean difference 0.73, 95% CI 0.60 to 0.86, I2=94.9%), computer-assisted instruction (standardized mean difference 1.13, 95% CI 0.47 to 1.79, I2=78.0%), and virtual patient (standardized mean difference 0.62, 95% CI 0.18 to 1.06, I2=78.4%) Learning support, but results for offline Learning support (standardized mean difference 0.08, 95% CI -0.63 to 0.79, I2=87.9%) and digital Learning support (standardized mean difference 0.04, 95% CI -0.45 to 0.52, I2=93.4%) were not significant. Conclusions From this review, Blended Learning demonstrated consistently better effects on knowledge outcomes when compared with traditional Learning in health education. Further studies are needed to confirm these results and to explore the utility of different design variants of Blended Learning.