Supporting Student Success Through the Use of Blended Learning Filimon Tsionas ADED 4 F 35 Assignment #3, Faculty of Education, Brock University, St. Catharines, Ontario Online Learning Introduction Workplace Blended Learning It is identified that without proper online learner-tolearner communication and cooperation, students would feel disconnected and isolated because sharing ideas with classmates was difficult without traditional face-to-face interaction (Steinman, 2007, p. 48). In order to support today’s adult learner in the new knowledge economy, the adult learning paradigm is shifting from teaching to learning as we try and connect andragogy to technology. In order to support this change in delivery, face-to-face cohort lectures have been combined with online learning to create blended learning. Technologies such as mobile, digital inking, laptops, etc. , are used to support student success. Kim, Bonk, and Teng, (2009) identified that the blended learning delivery modality, within the context of the workplace environment, will become a popular mode of learning in Western countries, but also in Asia; and it is thought that it is plausible that 80 -90% of colleges and corporate training facilities will incorporate blended learning with an estimated one billion learners (p. 300). http: //www. straight. com/news/computers-stolen. A dorothy-lynas-elementary-school-north-vancouver 5 HT 2 Rhttp: //www. magrathelementary. ca/Gr. %205%20 Com GFP puters. php Blended Learning Conclusions Students Experiences with Blended Learning Blended learning provided a means to improve reflected learning because the study’s feedback from the students identified that the learning was now personally significant (Cooner, 2010, p. 272). http: //acguidance. acsd. wikispaces. net/Mental+H ealth+Resources+Availabl The combination use of online and face-to-face learning has positively impacted adult education and student academic success. It can be presumed, that blending learning has now created an adult learning environment that has equated to benefits measured by increased student achievements. Increased study must be additionally conducted in the field of online and conventional classroom techniques to fully emphasize the opportunities in the future. Students Perceptions of Blended Learning Creating teamwork skills, students could then adapt learning by critical examination of their problems through dialogue and negotiation (Pombo, Loureiro, and Moreira, 2010, p. 219). GFP-day 3 http: //michaelshandyman. net/ References Cooner, T. , S. (2010). Creating opportunities for students in large cohorts to reflect in and on practice: Lessons learnt from a formative evaluation of students’ experiences of a technology-enhanced blended learning design. British Journal of Educational Technology, 41(2), 271 -286. doi: 10. 1111/j. 1467 -8535. 2009. 00933. x. Kim, K. J. , Bonk, C. J. , Teng, Y. T. (2009). The present state and future trends of blended learning in workplace learning settings across five countries. Asia Pacific Education, 10, 299 -308. doi: 10. 1007/s 12564 -009 -9031 -2. Pombo, L. , Loureiro, M. J. , Moreira, A. (2010). Assessing collaborative work in a higher education blended learning context: Strategies and students’ perceptions. Educational Media International, 47(3), 217 -229. doi: 10. 1080/09523987. 2010. 518814. Steinman, S. (2007). Educational experiences and the online student. Tech. Trends, 51(5), 46 -52. Poster template: depauw. edu
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