Handbook of research on hybrid learning models: advanced tools, technologies, and applications
"This book focuses on Hybrid Learning as a way to compensate for the shortcomings of traditional face-to-face teaching, distance learning, and technology-mediated learning"--Provided by publisher.
Saved in:
| Format: | Book |
|---|---|
| Language: | English |
| Published: |
Hershey [u.a.]
Information Science Reference
2010
|
| Subjects: | |
| Online Access: | Inhaltsverzeichnis |
| Summary: | "This book focuses on Hybrid Learning as a way to compensate for the shortcomings of traditional face-to-face teaching, distance learning, and technology-mediated learning"--Provided by publisher. |
| Item Description: | "This book focuses on Hybrid Learning as a way to compensate for the shortcomings of traditional face-to-face teaching, distance learning, and technology-mediated learning"--Provided by publisher. Includes bibliographical references and index |
| Physical Description: | XXV, 571 S. Ill., graph. Darst. |
| ISBN: | 9781605663807 9781605663814 |
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| 245 | 1 | 0 | |a Handbook of research on hybrid learning models |b advanced tools, technologies, and applications |c Fu Lee Wang,...[editors] |
| 246 | 1 | 3 | |a Hybrid learning models |
| 264 | 1 | |a Hershey [u.a.] |b Information Science Reference |c 2010 | |
| 300 | |a XXV, 571 S. |b Ill., graph. Darst. | ||
| 336 | |b txt |2 rdacontent | ||
| 337 | |b n |2 rdamedia | ||
| 338 | |b nc |2 rdacarrier | ||
| 500 | |a "This book focuses on Hybrid Learning as a way to compensate for the shortcomings of traditional face-to-face teaching, distance learning, and technology-mediated learning"--Provided by publisher. | ||
| 500 | |a Includes bibliographical references and index | ||
| 520 | 3 | |a "This book focuses on Hybrid Learning as a way to compensate for the shortcomings of traditional face-to-face teaching, distance learning, and technology-mediated learning"--Provided by publisher. | |
| 650 | 4 | |a Distance education |x Computer-assisted instruction | |
| 650 | 4 | |a Educational technology |x Computer-assisted instruction | |
| 650 | 4 | |a Blended learning | |
| 650 | 4 | |a Virtual reality in education | |
| 650 | 0 | 7 | |a Computerunterstützter Unterricht |0 (DE-588)4070087-2 |2 gnd |9 rswk-swf |
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Record in the Search Index
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DETAILED TABLE OF CONTENTS FO.-EWORD XXI II PREFACE XIV ACKNOWLEDGMENT
XV SECTION 1 EDUCATION THEORIES CHAPTER 1 IN LOVE AND WAR: BLENDED
LEARNING THEORIES FOR COMPUTER SCIENTISTS AND EDUCATIONISTS I ESYIN
CHEW, UNIVERSITY OFGLAMORGAN, UK DAVID A. TURNER, UNIVERSITY
OFGLAMORGAN, UK NORAH JONES, UNIVERSITY OFGLAMORGAN, UK BLENDED LEARNING
INVOLVES THE COMBINATION OF TWO FIELDS OF CONCERN: TECHNOLOGICAL AND
INSTRUMENTAL CONSIDERATIONS ARE, TO A GREATER OR LESSER EXTENT, COMBINED
WITH PEDAGOGY AND EDUCATIONAL THEORY. THE RESULT OFTHIS IS THAT BLENDED
LEARNING SUFFERS FROM CONSIDERABLE DIFFICULTIES OF DEFINITION, AND ITS
THEORETI- CAL FOUNDATION IS CORRESPONDINGLY WEAK. FOR THIS REASON IT IS
DESIRABLE TO EXPOSE THE PHILOSOPHICAL AND THEORETICAL FOLLNDATIONS
OFBLENDED LEARNING TO CRITICAL SCRUTINY. CREATING A FOUNDATION FOR
BLENDED LEARNING WILL INVOLVE AN EXAMINATION OFTHE GAP BETWEEN THE
PARADIGMS AND PRACTICES OFEDUCATIONAL THEORY AND EDUCATIONAL TECHNOLOGY.
THE RESLIIT SHOLILD BE ASPACE WITHIN WHICH ACADEMICS FROM THE DIVERSE
DISCIPLINES INVOLVED MAY BE ABLE TO DISCUSS AND RESOLVE THEIR PROBLEMS.
THIS CHAPTER WILL EXPLORE THE CONTRASTING DISCIPLINARY PERCEPTIONS AND
SUGGEST A SKETCH FOR BLENDED LEARNING THEORY. CHAPTER 2 HYBRID IZING ONL
INE LEARN ING WITH EXTERNAL INTERACTIVITY 24 DONNA MORROW, UNIVERSITY
OFCANTERBURY, NEW ZEALAND RICHARD G. BAGNALL, HONG KONG INSTITUTE OF
EDUCATION, HONG KONG ONE APPROACH TO HYBRID LEARNING IS TO HYBRIDIZE
ONLINE LEARNING THROUGH RECOGNIZING AND INCLUDING EX- TERNAL
INTERACTIVITY. THIS CHAPTER EXAMINES THAT POSSIBILITY. AFTER REVIEWING
THE NATURE OFINTERACTIVITY AND INDIVIDUALLEARNER EXPERIENCE IN ONLINE
LEARNING COMMUNITIES, IT PRESENTS ARECENT STUDY OF INTERACTIVITY IN
ONLINE PROFESSIONAL DEVELOPMENT LEARNING BY PRACTISING TEACHERS. FROM
THAT STUDY EMERGES THE IMPORTANCE AND SCOPE OF EXTERNAL INTERACTIVITY
BETWEEN THE LEARNER AND HIS OR HER LOCAL COMMUNITY OF COLLEAGUES,
FRIENDS, AND FAMILY IN A LEARNING COMMUNITY BEYOND THE TRADITIONAL
ONLINE CLASS. BUILDING ON THAT CASE STUDY, AND INDICATIONS FROM THE
LITERATURE THAT ITS IMPLICATIONS MAY BE GENERALIZABLE, THE CHAPTER
SUGGESTS WAYS IN WHICH EXTERN AL INTERACTIVITY CAN BE RECOGNIZED AND
INCLUDED IN THE ONLINE LEARNING ENVIRONMENT - AS A WAY OFHYBRIDIZING
ON-LINE LEARNING THROUGH ITS INCLUSION OFLEARNERS' INTERACTIVE
ENGAGEMENTS IN THE EXTERNALLEARNING COMMUNITIES THAT THEY BRING TO THEIR
STUDIES. CHAPTER 3 USING METANOTATION AS A TOOL FOR DESCRIBING LEARNING
SYSTEMS 42 PHILIP BARKER, UNIVERSITY OFTEESSIDE, UK METANOTATION IS A
POWERFUL TOOL FOR DESCRIBING SYSTEMS, OBJECTS AND PROCESSES. THIS
CHAPTER ILLUSTRATES HOW THIS TOOL CAN BE USED TO SPECIF)' THE NATURE AND
CHARACTERISTICS OF LEARNING SYSTEMS AND THE VARIOUS ARTEFACTS FROM WHICH
THEY ARE COMPOSED. IT IS SUGGESTED THAT MESSAGES AND MESSAGING SYSTEMS
ARE THE FUNDAMENTAL BUILDING BLOCKS FROM WH ICH LEARNING ARTEFACTS ARE
CREATED. THE CHAPTER THEREFORE DISCUSSES THE NATURE OF COMMUNICATION AND
MESSAGING FROM AN EDUCATIONAL PERSPECTIVE AND THEN OUTLINES HOW VARIOUS
TYPES OF MESSAGE ARTEFACT CAN BE USED TO BUILD HYBRID LEARNING SYSTEMS
THAT INVOLVE THE USE OF WEBS, WIKIS, WEBLOGS AND ELECTRONIC BOOKS.
CHAPTER 4 A TABULAR APPROACH TO OUTCOME-BASED COURSE PLANNING AND
ASSESSMENT 64 OLIVER T. S. AU, CITY UNIVERSITY OF HONG KONG, HANG KONG
MANY EDUCATIONAL INSTITUTIONS ARE MIGRATING TOWARDS OUTCOME-BASED
TEACHING AND LEARNING. BEING TRUE TO CRITERION-REFERENCED ASSESSMENT,
STUDENTS' FINAL GRADES ARE OFTEN DETERMINED ELABORATELYON A SET OF
COMPLEX RULES. THE AUTHOR PROPOSES A TABULAR APPROACH TO HELP
INSTRUCTORS IN COURSE PLANNING AND ASSESS- MENT. THE RESULTING COURSE
PLAN CONSISTS OFTABLES THAT SHOW LEARNING OUTCOMES, STUDY TOPICS,
TEACHING, LEARNING AND ASSESSMENT ACTIVITIES IN ROWS AND COLUMNS.
INSTRUCTORS CAN MORE EASILY SPOT MISALIGNMENTS BETWEEN ITEMS ON THE
TABLES. THOUGH MARKS ARE ASSIGNED TO LEARNING OUTCOMES, STUDENTS' FINAL
GRADES ARE STILL ASSESSED CRITERION-REFERENCED RATHER THAN
NORM-REFERENCED. THIS MARK-BASED ASSESSMENT IS TRANSPARENT AND FAMILIAR
TO STUDENTS. THE TABULAR APPROACH MAY REDUCE THE OBTL MIGRATION EFFORT
OFTHE INSTRUCTORS AND IMPROVE THE LEARNING EXPERIENCE OFTHE STUDENTS.
SECTION 2 E-LEARNING MODELS CHAPTER 5 DRIVER OR DRIFTER? TWO CASE
STUDLES OFTHE BLENDED LEARNING PRACTICES IN HIGHER EDUCATION 7) ESYIN
CHEW, UNIVERSITY OFGLAMORGAN, UK NORAH JONES, UNIVERSITY AF GLAMARGAN,
UK THE EMERGENCE OFBLENDED LEARNING HAS PLAYED A ROLE AS EITHER DRIVER
OR DRIFTER TO HIGHER EDUCATION (HE) IN THE MODERN WORLD. THIS CHAPTER
EXPLORES THE BLENDED LEARNING PRACTICES BY INVESTIGATING TWO HIGHER
EDUCATIONAL INSTITUTIONS IN THE UK AND MALAYSIA. FIRST, THE STRATEGIES
AND PRACTICES RELATED TO BLENDED LEARNING ARE C1EARLY ANALYSED AND
COMPARED. A LARGE AMOUNT OF QUALITATIVE DATA EXTRACTED FROM ACADEM- ICS'
EXPERIENCE IS DISCUSSED. PRIMARILY, THE FINDINGS FIRMLY SHOW THAT
BLENDED LEARNING ENABLES EDUCATORS TO REVISIT AND TO RETHINK THEIR
PROFESSIONAL ETHOS AND VALUES, AND REDESIGN THEIR LEARNING AND TEACHING
WHERE NECESSARY. SUCH REVISITING AND RETHINKING FACILITATE THE AWARENESS
AND PRAXIS OF BLENDED LEARNING (01' VICE-VERSA: BLENDED LEARNING
FACILITATES THE REVISIT AND REDESIGN). THE IN-DEPTH DISCUSSIONS BASED ON
ACADEMICS' VOICES, AND REFTECTIVE MATRIX SUMMARY FROM THE CASE STUDIES
DESCRIBED IN THIS CHAPTER WILL ACT AS EVIDENCE OFTHE BLUEPRINT FOR
BLENDED LEARNING POLICY MAKERS AND PRACTITIONERS. CHAPTER6 THE
CLUSTERING OF LARGE SCALE E-LEARNING RESOURCES 94 FEI WU, ZHEJIANG
UNIVERSITY, CHINA WENHUA WANG, ZHEJIANG UNIVERSITY, CHINA HANWANG ZHANG,
ZHEJIANG UNIVERSITY, CHINA YUETING ZHUANG, ZHEJIANG UNIVERSITY, CHINA
E-IEARNING RESOURCES INCREASE VASTLY WITH THE PERVASION OFTHE INTERNET.
THUS, THE RETRIEVAL OF E-IEARNING RESOURCES BECOMES MORE AND MORE
IMPORTANT. THIS CHAPTER INTRODUCES AN APPROACH TO RETRIEVE E-IEARNING
RESOURCES FROM LARGE-SCALE DATASET. THE BASIC IDEA BEHIND THAT METHOD
IS, THE AUTHORS CLUSTER THE WHOLE RESOURCES INTO TOPICS FIRST, AND ONLY
SEARCH FROM THOSE CLUSTERS WHICH ARE THE MOST TIGHTLY RELEVANT TO THE
QUERY. TO MAKE THE C1USTERING FEASIBLE TO LARGE-SCALE DATASET, THE
AUTHORS ADAPT AFFINITY PROPAGATION IN MAPREDUCE FRAMEWORK AND THEREFORE
THE SO CALLED PARALLEL AFFINITY PROPAGATION IS PROPOSED. THE PRO- POSED
APPROACH COULD IMPROVE THE RETRIEVAL OF E-IEARNING RESOURCES BY
UNDERSTANDING USERS' UNDERLYING INTENTIONS. CHAPTER 7 E-ASSESSMENT AS A
LEARNING TOOL 105 REGGIE KWAN, CARITAS INSTITUTE OFHIGHER EDUCATION,
HONG KONG KENNETH WONG, HONG KONG INSTITUTE OF EDUCATION, HONG KONG
PHILIP TSANG, THE OPEN UNIVERSITY OF HONG KONG, HONG KONG FRANCIS YU, PO
LEUNG KUK TANG YUK TIEN COLLEGE, HONG KONG USING VIRTUAL AND PHYSICAL
RESOURCES TO ENHANCE LEARNING AND TEACHING IS THE CORNERSTONE OFHYBRID
LEARN- ING. THIS CHAPTER DEALS WITH HOW AN ONLINE ASSESSMENT SYSTEM, AS
PART OF A HYBRID LEARNING INITIATIVE, CAN BE USED FOR LEARNING AND
NOTJUST ASSESSMENT. A SYSTEM HAS BEEN BUILT BASED ON THE ITEM RESPONSE
THEORY (LRT) MODEL. THE SYSTEM HELPS TEACHERS TO GAUGE THE COMPETENCY
LEVEL OF EACH INDIVIDUAL STUDENT AND AT THE SAME TIME PROVIDES STUDENTS
WITH FEEDBACK AND AN INDIVIDUALIZED STUDY PATH RIGHT AFTER A SEQUENCE OF
MULTIPLE CHOICE QUESTIONS ATTEMPTED BY EACH STUDENT. CHAPTER 8
PERFORMANCE AND AGILITY IN ORCHESTRATING LEARNING ONLINE 115 LAI YUNG
YUEN, THE HONG KONG POLYTECHNIC UNIVERSITY, HONG KONG ERIC TSUI, THE
HONG KONG POLYTECHNIC UNIVERSITY, HONG KONG HYBRID LEARNING IS TAKING
CENTRE STAGE AND THE CONDUCTOR, BY MEANS OF VISIBLE GESTURES, DIRECTS
PERFOR- MANCES ON THE E-IEARNING PLATFORM. REAL-TIME PERSONALIZED
COMMUNICATION TAKES PLACE AS IT DOES IN A HARMONIOUS ENSEMBLE.
INTELLECTUAL AGILITY ENSURES THAT BOTTOM-LINE CONTRIBUTORS TO THE
PERFORMANCE ARE IN GOOD SHAPE AND ARE FIT TO CONTRIBUTE IN THIS
PARTICIPATORY THEATRE. IN THE NEW KNOWLEDGE ERA, EVERYONE GETS
CONNECTED, EVERYTHING IS PERSONALIZED, AND ADAPTED TO THE DIGITAL WORLD.
ORCHESTRATING THE MUSIC ON THE E-IEARNING PLATFORM, THE CONDUCTOR AND
INDIVIDUAL PERFORMERS ARE JOINING FORCES WITH THE ARTISTS TO PRODUCE THE
DESIRED RESPONSE OR NEAR PERFECT PERFORMANCE. THE TECHNOLOGICAL WORLD
ENHANCES THE BOTTOM-LINE CONTRIBUTIONS WITH THE LATEST WEB 2.0
INSTRUMENTS WHICH MAKE IT INCREASINGLY EFFORTLESS FOR A CONDUCTOR TO
ACCESS A WORLD OF INFORMATION BOTH WHICH IS COMPREHENSIVE AND YET
PERSONAL. FURTHERMORE, WEB 2.0 APPLICATIONS OFTEN HELP TO BRING NOVELTY
TO THE STAGE. IN THIS CHAPTER THE AUTHORS WILL ADOPT AN EMPIRICAL
APPROACH TO EXPLORE HOW THE NEW BUT LESS HYPED WEB 2.0 INSTRUMENTS WILL
BE HELPING THE NEXT GENERATION TO MAKE FULL USE OF AN E-IEARNING
PLATFORM. THEY WILL ALSO EXPLORE THE STRENGTHS AND ASCERTAIN THE
SUITABILITY OFTHE INSTRUMENTS AND DEMONSTRATE THE PROCESS OFMAKING SUCH
A PERFORMANCE A REALITY ON THE PLATFORM. THIS SCENARIO IS IN SUPPORT OF
THE HONG KONG SAR GOVERNMENT'S INITIATIVE OF ITS IMPLE- MENTATION OF THE
GOVERNMENT WI-FI PROGRAMME, UNDER THE 2008 DIGITAL 21 STRATEGY. CHAPTER9
USING PODCASTING AND DIGITAL AUDIO IN HIGHER EDUCATION 134 JOGESH K.
MUPPALA, THE HONG KONG UNIVERSITY 0/ SCIENEE AND TEEHNOLOGY, HONG KONG,
CHINA SEAN MEMINN, THE HONG KONG UNIVERSITY O/SCIENEE AND TEEHNOLOGY,
HONG KONG. CHINA DAVID ROSSITER, THE HONG KONG UNIVERSITY O/SEIENEE AND
TEEHNOLOGY, HONG KONG, CHINA GIBSON LAM, THE HONG KONG UNIVERSITY 0/
SEIENEE AND TEEHNOLOGY, HONG KONG, CHINA AUDIO AND SPOKEN WORD HAS
ALWAYS BEEN AN IMPORTANT COMPONENT OF TEACHING AND LEARNING IN HIGHER
EDUCATION. HOWEVER THIS REMAINED AN EPHEMERAL COMPONENT GIVEN THAT IT IS
RARELY CAPTURED FOR LATER USE. DIGITAL AUDIO PRODUCTION AND DISTRIBUTION
HAS GIVEN A NEW MEANS FOR FACILITATING THE CAPTURE AND PRESER- VATI ON
OFTHIS LEARNING COMPONENT FOR REUSE. THIS CHAPTER REPORTS THE AUTHORS'
EXPERIENCE WITH THE USE OF DIGITAL AUDIO IN TEACHING AND LEARNING IN
HIGHER EDUCATION. THE USE OF PODCASTING AS A MEANS OF DELIVER- ING
ONLINE RECORDED AUDIO OF CLASSROOM LECTURES TO ENHANCE THE COURSE
MATERIALS IS DISCUSSED. PODCAST PRODUCTION AS A MEANS OF LEARNING BY
STUDENTS IS THEN HIGHLIGHTED. FINALLY, THE USE OF AUDIO DISCUSSION
FORUMS AS A MEANS OF COMMUNICATION IS PRESENTED. RESULTS FROM STUDENT
SURVEYS AND RETLECTIONS OF THE AUTHORS ON THEIR EXPERIENCES WITH DIGITAL
AUDIO USAGE IN THE CLASSROOM TO I1LUSTRATE ITS ADVANTAGES AND
DISADVANTAGES ARE THEN PRESENTED. CHAPTER 10 ADAPTIVE COMPUTER ASSISTED
ASSESMENT 154 DIANA PEREZ-MARFN, UNIVERSIDAD AUTONOMA DE MADRID AND
UNIVERSIDAD REY JUAN CARLOS, SPAIN LSMAEL PASEUAL-NIETO, UNIVERSIDAD
AUTONOMA DE MADRID, SPAIN PILAR RODRFGUEZ, UNIVERSIDAD AUTONOMA DE
MADRID, SPAIN THIS CHAPTER INTRODUCES THE READER IN THE FIELDS OF
AUTOMATIC ASSESSMENT OF FREE-TEXT STUDENTS' ANSWERS, STUDENT MODELING
AND ADAPTIVE EDUCATIONAL HYPERMEDIA. TRADITIONALLY, THESE FIELDS HAVE
BEEN STUDIED SEPARATELY MISSING THE BENEFITS OF THEIR SYNERGIC
COMBINATION (I.E., FREE-TEXT SCORING SYSTEMS WHICH DO NOT KEEP ANY
STUDENT MODEL, AND ADAPTIVE EDUCATIONAL HYPERMEDIA SYSTEMS WHICH DO NOT
USE ANY NATURAL LANGUAGE PROCESSING TECHNIQUE). IN PARTICULAR, A
PROCEDURE TO AUTOMATICALLY GENERATE STUDENTS' CONCEPTUAL MODELS FROM
THEIR ANSWERS TO A FREE-TEXT ADAPTIVE COMPUTER ASSISTED ASSESSMENT
SYSTEM WILL BE FULLY DESCRIBED, TOGETHER WITH ITS IMPLEMENTATION IN THE
WILL TOOLS. FURTHERMORE, THE AUTHORS WILL EXPLORE HOW USEFUL TH IS NEW
POSSIBI IITY OF HYBRID LEARN ING IS BOTH FOR TEACHERS AND STUDENTS IN
TWO CASE STUD IES CARRIED OUT DURING THE 2006-2007 AND 2007-2008
ACADEMIC YEARS, IN WHICH TRADITIONAL LESSONS WERE COMBINED WITH THE USE
OFTHE WILL TOOLS BOTH IN TECHNICAL AND NON-TECHNICAL DOMAINS. CHAPTER 11
JUST-IN- TIME KNOWLEDGE AND USER INTERFACE DESIGN FOR EFFECTIVE HYBRID
LEARNING 174 MICHEL C. DESMARAIS, POLYTECHNIQUE MONTREAL, CANADA THE
MEANS FOR HYBRID LEARNING TAKE ON MANY FORMS. IN THIS CHAPTER, THE
AUTHOR LOOKS AT LEARNING FACILITA- TORS THAT CAN BE EMBEDDED WITHIN THE
USER INTERFACE. HE ARGUES THAT THESE LEARNING MEANS CAN BE EVEN MORE
EFFECTIVE THAN FORMAL TRAINING. THE AUTHOR DESCRIBE DIFFERENT FEATURES
OFTHE USER INTERFACE THAT CAN PROVIDE JUST-IN-TIME KNOWLEDGE AND FOSTERS
LEARNING: IMMERSING THE STUDENT INTO A RICH ENVIRONMENT WHERE HE CAN
READILY HAVE ACCESS TO THE INFORMATION FOR THE TASK AT HAND. SECTION 3
HYBRID LEARNING MODELS CHAPTER 12 EIGHT EDUCATIONAL CONSIDERATIONS FOR
HYBRID LEARNING 185 PHILIP P ALBERTS, BRUNEL UNIVERSITY, UK LINDA A.
MURRAY, BRUNEL UNIVERSITY, UK JULIA E. STEPHENSON, BRUNEL UNIVERSITY, UK
THIS CHAPTER SETS OUT EDUCATIONAL CONSIDERATIONS (PEDAGOGIC PRINCIPLES)
THAT CAN BE USED TO GUIDE THE DESIGN OF HYBRID LEARNING. EIGHT
EDUCATIONAL CONSIDERATIONS HAVE BEEN DETERMINED FROM A REVIEW OF
EDUCATION THEORIES ACCORDING TO THEIR RELEVANCE TO TEACHING IN HIGHER
EDUCATION. THE ORIGIN OF EACH CONSIDERATION IS DESCRIBED AND EVIDENCE
FROM THE LITERATURE OFTHEIR APPLICATION IN E-IEARNING IS PROVIDED. THE
WAY IN WHICH THIS SET OF EDUCATIONAL CONSIDERATIONS HAS BEEN USED BY THE
AUTHORS TO ENHANCE THE DESIGN OF HY- BRID LEARNING AT A UK HIGHER
EDUCATIONAL INSTITUTION IS DESCRIBED. IT IS ANTICIPATED THAT THOSE WHO
NEED TO DESIGN PEDAGOGICALLY-VALID HYBRID LEARNING PROGRAMMES WILL FIND
THE INFORMATION PROVIDED HERE HELPFUL. FURTHERMORE, THOSE ENGAGED IN
HELPING OTHERS TO COMBINE THE ADVANTAGES OF FACE-TO-FACE TEACHING AND
E-IEARNING WILL BE ASSISTED IN DEVELOPING A METHODOLOGY FOR CHANGING THE
APPROACHES OFTEACHERS, THUS ACHIEVING MAXIMUM IMPACT ON STUDENT
LEARNING. CHAPTER 13 HYBRID INQ UIRY- BASED LEARNING 203 YTLEN-YAN CHAN,
THE UNIVERSITY 0/ HONG KONG, HONG KONG HIU-FUNG LAM, SAI KUNG SUNG TSUN
CATHOLIC SCHOOL (SECONDARY SECTION), HONG KONG HARRISON H YANG, STATE
UNIVERSITY O/NEW YORK AT OSWEGO, USA KAI-PAN MARK, CITY UNIVERSITY 0/
HONG KONG, HONG KONG CHI-HONG LEUNG, HONG KONG POLYTECHNIC UNIVERSITY,
HONG KONG THIS CHAPTER PROPOSES THE HYBRID INQUIRY-BASED LEARNING (HIBL)
MODEL, A NOVEL PEDAGOGICALMODEL BASED ON INQUIRY-BASED LEARNING (IBL).
IN IBL, LEARNING IS ACHIEVED BY QUESTIONING AND LEARNERS ARE ENCOURAGED
TO INVENT NEW HYPOTHESES INSTEAD OF INVESTIGATING QUESTIONS POSED BY THE
INSTRUCTOR. THIS CHAPTER FIRST PROVIDES A HOLISTIC DESCRIPTION OF IBL.
IT BEGINS WITH ABRIEFHISTORY AND SURVEY ON LEARNING PERSPECTIVES,
PEDAGOGICAL BACKGROUND OFIBL IS ALSO PROVIDED. THE IBL MODEL, ITS
IMPLEMENTATIONS AND VARIATIONS, AS WEIL AS THE COMPARISON OF ITS
PEDAGOGICAL FEATURES AGAINST TRADITIONAL TEACHING APPROACHES ARE ALSO
GIVEN. THIS CHAPTER FURTHER CONTRIBUTES THE HYBRID INQUIRY-BASED
LEARNING (HLBL) MODEL, A NEW IBL MODEL THAT INTEGRATES TRADITIONAL AND
ICT-BASED IMPLEMENTATIONS OFIBL. BY LEVERAGING ON THE ADVANTAGES OFBOTH
CLASSROOM-BASED AND WEB-BASED LEARNING, THE BEST SIDES OF IBL CAN BE
ELICITED. A DETAILED EXAMPLE IN INFORMATION SECURITY EDUCATION IS ALSO
PROVIDED TO ILLUSTRATE THE HLBL MODEL. CHAPTER 14 DESIGNING BLENDED
LEARNING COMMUN ITIES 228 LIPING DENG, UNIVERSITY 0/ HONG KONG, HONG
KONG AL/AN H K. YUEN, UNIVERSITY 0/ HONG KONG, HONG KONG THIS CHAPTER
SEEKS TO HIGHLIGHT THE UNIQUE CHARACTERISTICS OF BLENDED LEARNING
COMMUNITIES AND THE SPECIAL DESIGN CONSIDERATION THEY CALL FOR. THE
BLENDED NATURE OF A COMMUNITY IS REFLECTED THROUGH THE INTERPLAY OFTHE
ONLINE AND OFFLINE DIMENSIONS OFA COMMUNITY AND THE MIX OFVARIOUS MEDIA
IN SUPPORT OF COMMUNITY-WIDE INTERACTION. THE AUTHORS INTRODUCE THE
NOTION OFBLENDED LEARNING COMMUNITY BASED ON RELATED LITERATURE ON
LEARNING COMMUNITY AND BLENDED LEARNING AND PUT FORWARD DESIGN
GUIDELINES FOR BUILDING SUCH COMMUNITIES. FURTHER, A PILOT STUDY WAS
CONDUCTED TO TEST OUT THE PROPOSED DESIGN PRINCIPLES IN THE CONTEXT OF
PRE-SERVICE TEACHER EDUCATION WITH BLOGS AS THE MAIN VEHICLE FOR ONLINE
COMMUNICATION. THE AUTHORS' WORK CAN CONTRIBUTE TO A DEEPENED
UNDERSTANDING OF LEARNING COMMUNITIES SITUATED IN THE BLENDED MEDIA
ENVIRONMENT AND PROVIDE A SET OF DESIGN PRINCIPLES FOR THEIR
DEVELOPMENT. CHAPTER 15 STUDENTS WRITING THEIR OWN LECTURES WITH A WIKI
AND THE CSA. 244 CATH ELLIS, UNIVERSITY 0/ HUDDERSFIELD, UK SUE FOLLEY,
UNIVERSITY 0/ HUDDERSFIELD, UK THIS CHAPTER EXAMINES WHY DESPITE DECADES
OF RESEARCH AND OVERWHELMING EVIDENCE QUESTIONING THE PEDAGOGICAL
EFFECTIVENESS OF LECTURING AS A TEACHING AND LEARNING STRATEGY, IT
REMAINS THE DOMINANT PEDAGOGICAL MODE IN MOST HIGHER EDUCATION
INSTITUTIONS WORLDWIDE. THE AUTHORS EXPLORE FURTHER WHY LECTURES ARE NOT
THE MOST APPROPRIATE TEACHING STRATEGY IN THE CURRENT HIGHER EDUCATION
CLIMATE FOR THREE MAIN REASONS: THE WAY WE NOW VIEW 'KNOWLEDGE'; THE
INFORMATION SOCIETY IN WH ICH WE ARE CURRENTLY IMMERSED; AND THE DIVERSE
BACKGROUND AND EXPERIENCE OFTODAY'S STUDENT POPULATION. THE AUTHORS
OFFER AN ALTERNATIVE TO THE LECTURE WHICH CAN ACHIEVE WHAT A LECTURE
AIMS TO, BUT IN A MORE STUDENT-CENTRED WAY. THEIR ALTERNATIVE IS
INFORMED BY THE CONTRIBUTING STUDENT APPROACH, DEVISED BY COLLIS &
MOONEN (200 I), WHEREBY STUDENTS COLLABORATIVELY FIND, EXPLORE, SHARE,
AND ENGAGE WITH THE CONTENT WHICH THEY WOULD HAVE OTHERWISE RECEIVED
PASSIVELY VIA A DIDACTIC LECTURE. CHAPTER 16 A MIXED REALITY APPROACH TO
HYBRID LEARNING IN MIXED CULTURE ENVIRONMENTS 260 VICTOR CA/LAGHAN,
UNIVERSITY OIESSEX, UK LIPING SHEN, SHANGHAI JIAO TONG UNIVERSITY, CHINA
MICHAEL GARDNER, UNIVERSITY OIESSEX, UK RUIMIN SHEN, SHANGHAI JIAO TONG
UNIVERSITY, CHINA MINJUAN WANG, SAN DIEGO STATE UNIVERSITY, USA THIS
CHAPTER DESCRIBES A CONCEPTUAL FRAMEWORK THAT AIMS TO AUGMENT EXISTING
ELEARNING SYSTEMS WITH A 3D VIRTUAL CLASSROOM ENVIRONMENT TO PROVIDE
GEOGRAPHICALLY DISPERSED ONLINE LEARNERS WITH A SENSE OF BEING TOGETHER
AND PART OF A NATURAL CLASS. THE VIRTUAL CLASSROOM MODEL THE AUTHORS
PRESENT IS BASED ON A COMBINATION A 'MASSIVELY MULTI-USER' GAMES
TECHNOLOGY SYSTEM FROM SUN MICROSYSTEMS RESEARCH LABS, A DISTANCE
LEARNING PLATFORM BASED AT SHANGHAI JIAOTONG UNIVERSITY AND A MIXED
REALITY ENVIRONMENT DEVELOPED AT ESSEX UNIVERSITY. LEARNING IS, TO SOME
EXTENT, A SOCIAL ACTIVITY AS IT INVOLVES RELATIONSHIPS BETWEEN PEOPLE
(BETWEEN STUDENTS, BETWEEN STUDENTS AND TEACHERS). NETWORKED TECHNOLOGY
HAS AGIOBAI REACH BRINGING NOTJUST NEW OPPORTUNITIES BUT ALSO COMPLEX
MULTI-CULTURAL AND PEDAGOGICAL ISSUES. THUS, IN THIS CHAPTER THE AUTHORS
DISCUSS BOTH THE TECHNOLOGY AND THE SOCIO-EDUCATIONAL ASPECTS OF
DESIGNING ONLINE MIXED REALITY HYBRID LEARNING SYSTEMS. CHAPTER 17
DISCOURSE ANALYSIS ON HYBRID LEARNING AND TEACHING AND THE CHANGING
ROLES OFTEACHERS AND STUDENTS IN HONG KONG 284 XU ZHICHANG, THE HONG
KONG INSTITUTE OI EDUCATION, HONG KONG WANG LIXUN, THE HONG KONG
INSTITUTE OI EDUCATION, HONG KONG THIS CHAPTER IS BASED ON A RESEARCH
PROJECT ON HYBRID TEACHING AND LEARNING. THIS EMERGING HYBRID MODE IS
GAINING POPULARITY IN TERTIARY INSTITUTIONS BECAUSE THE NEW TECHNOLOGIES
HAVE INTEGRATED THE CLASSROOM AND ONLINE TEACHING AND LEARNING INTO AN
ORGANIC PRODUCTIVE ENVIRONMENT. THE RESEARCH PROJECT ADOPTS A DISCOURSE
ANALYSIS APPROACH AND INTENDS TO INVESTIGATE ISSUES ARISING REGARDING
THE HYBRID MODE IN A HIGHER EDUCATION INSTITUTE IN HONG KONG. THESE
ISSUES INCLUDE 1) THE DISCOURSE FEATURES OFTEACHING AND LEARNING IN THE
CLASSROOM FACE-TO-FACE (FTF) AND ONLINE COMPUTER-MEDIATED COMMLLNICATION
(CMC); 2) THE CHANGING ROLES OFTEACHERS AND STUDENTS IN THE EMERGING
HYBRID ENVIRONMENT; AND 3) THE IMPLICATIONS OFTHE HYBRID MODE ON THE
EFFECTIVENESS OFTEACHING AND LEARNING. IN ADDITION, THIS RESEARCH
PROJECT ALSO ADOPTS QUESTIONNAIRE SURVEYS AMONG THE TEACHING STAFF OF A
LANGLLAGE EDUCATION FACULTY AND STUDENTS OF THREE COURSES OFFERED IN THE
HYBRID MODE TO DISCOVER THEIR ATTITUDES TOWARDS THE HYBRID TEACHING AND
LEARNING MODE. THE RESEARCH FINDINGS SUGGEST THAT IN THE HYBRID
ENVIRONMENTS, THE TRADITIONAL ROLES OFTHE TEACHERS AS INFORMATION
PROVIDERS, KNOWLEDGE TRANSMITTERS, SUPERVISORS AND ASSESSORS, AND THE
STUDENTS AS LEARNERS, PARTICIPANTS, AND RESPONDENTS ARE STILL DOMINANT.
HOWEVER, THE TEACHERS ARE ALSO INCREASINGLY PUTTING ON NEW 'HATS' AS
EXPERT LEARNERS, FACILITATORS, COURSE DESIGNERS AND ORGANIZERS. APART
FROM BEING LEARNERS, THE STUDENTS ARE ALSO TAKING ON NEW ROLES AS TOPIC
CONTRIBUTORS, MEANING NEGOTIATORS, INFORMA- TION PROVIDERS, STRATEGIC
COMMUNICATORS AND MONITORS. CHAPTER 18 PEDAGOGY RECONSIDERED IN A
MULTIMODAL BLENDED ENVIRONMENT. 299 BARBARA 0 'BYRNE, MARSHALL
UNIVERSIJY GRADUALE COLLEGE, USA BLENDED DELIVERY GREW ALONGSIDE
E-DELIVERY HAS WIDE APPLICATIONS ACROSS DIVERSE EDUCATIONAL SETTINGS. BY
DEFINITION, IT IS MULTIMODAL AND INVOLVES MULTIPLE DELIVERY FORMATS.
HOWEVER, SCANT RESEARCH HAS EXAMINED THE IMPACT OF MULTIMODAL, BLENDED
DELIVERY ON UNIVERSITY PEDAGOGY. THIS CHAPTER MAKES THE CASE FOR CLOSE
EXAMINATION OFTHE THEORETICAL AND PEDAGOGICAL FOUNDATION OF BLENDED
LEARNING AND PROPOSES THAT RESEARCH IS NEEDED TO BOTH ESTABLISH AND
VALIDATE THE CONSTRUCTIVIST PRINCIPLES ASSOCIATED WITH BLENDED LEARNING.
A LONGITUDINAL DATA ANALYSIS OF SURVEYS AND IN-DEPTH INTERVIEWS WITH
INSTRUCTORS FROM A DISTANCE EDUCATION GRADUATE SCHOOL IN THE UNITED
STATES IDENTIFIED AND CONTEXTUALIZED FEATURES OF LEARNER-CENTERED
PEDAGOGY LINKED TO BLENDED LEARNING. CHAPTER 19 KNOWLEDGE ACQUISITION IN
A HYBRID GRADUATE TEACHER TRAINING PROGRAM 317 THANH T NGUYEN.
BRIDGEWALER SLALE COLLEGE, USA HOW CAN ONE LEVERAGE THE TECHNOLOGICAL
BENEFITS OF AN ONLINE CLASSROOM WITHOUT LOSING BOTH THE INTERPER- SONAL
ADVANTAGES OFFACE-TO-FACE CONTACT AND PEDAGOGICALLY SOUND CLASSROOM
MANAGEMENT TECHNIQUES? A BLENDED LEARNING ENVIRONMENT, COMBINING BOTH
TRADITIONAL FACE-TO-FACE AND ONLINE INTERACTION, IS A VALID
HIGHER-EDUCATION SOLUTION THAT MANY INSTRUCTORS ARE ADOPTING IN PLACE OF
100% ONLINE TEACHING ENVIRON- MENTS. LIKE TOTAL ONLINE COURSES, BLENDED
COURSES OFFER STUDENTS THE CONVENIENCE OF ONLINE ACCESS TO BOTH
LECTURE/COURSE MATERIALS AND ASYNCHRONOUS CLASSROOM DISCUSSIONS.
HOWEVER, THE KEY FEATURE OF A BLENDED LEARNING ENVIRONMENT IS THE
ABILITY TO USE TRADITIONAL FACE-TO-FACE SESSIONS TO FOSTER AND STIMULATE
AN ON- LINE SOCIAL CULTURE THAT FACILITATES KNOWLEDGE ACQUISITION
THROUGH INTERPERSONAL AND GROUP DISCUSSION AND DISCLOSURE. THIS STUDY
EXAMINES PEDAGOGICAL, SOCIAL AND DEMOGRAPHIC FACTORS THAT CONTRIBUTE TO
STUDENTS' KNOWLEDGE ACQUISITION IN AN 80-20 (80% ONLINE AND 20%
IN-CLASS) BLENDED LEARNING ENVIRONMENT. CHAPTER20 A HYBRID LEARNING
MODEL USING AN XML-BASED MULTIMEDIA PODCASTING SYSTEM 327 JOSEPH FONG,
CITY UNIVERSITY 0/ HONG KONG, HONG KONG DUE TO HEAVY WORKLOAD AND TIGHT
WORKING SCHEDULE, IT IS DIFFICULT FOR PART-TIME STUDENTS AT CITY
UNIVERSITY OF HONG KONG TO 'D IGEST' COURSE MATERIALS AND TO UNDERSTAND
THE CONTENT OF THE COURSE. THEREFORE, IT WI 11 BE CONVENIENT IF A
LECTURE PRESENTATION WITH COURSE MATERIALS IS RECORDED AND POSTED INTO
THE INTERNET. THEN, STUDENTS CAN EASILY ATTEND THE LECTURE ON-LINE IN
ANYWHERE OR WATCH BACK THE VIDEO ARCHIVE OFTHE PRESENTATION THROUGH THE
WEB. THIS CHAPTER AIMS TO PROVIDE A SOLUTION TO ACHIEVE A HYBRID
LEARNING MODEL (HLM) INCLUDING E-IEARNING AND TRADITIONAL TEACHING
PLATFORM BY SYNCHRONIZING VIDEO, AUDIO AND IMAGE FILES WHICH ARE USED IN
A PRESENTATION. IN ADDITION, THIS IS TARGETED TO RECORD AND TO RETRIEVE
BY USING AN ON-LINE PODCASTING SYSTEM AND AN XML SMIL TECHNOLOGY
RESPECTIVELY. SECTION 4 HYBRID LEARNING SYSTEMS CHAPTER 21 BLENDED
LEARNING SYSTEMS: NEW DIRECTIONS IN GRADUATE MANAGEMENT EDUCATION 339
OWEN P. HALL, JR., PEPPERDINE UNIVERSITY, USA DISTANCE LEARNING HAS COME
A LONG WAY SINCE SIR ISAAC PITMAN INITIATED THE FIRST CORRESPONDENCE
COURSE IN THE EARLY 1840S. TODAY THE GROWING ROLE OF GLOBALIZATION CALLS
FOR NEW AND INNOVATIVE LEARNING SYSTEMS FOR MANAGEMENT EDUCATION. TO
MEET THESE CHALLENGES THE TRADITIONAL C1ASSROOM MODEL FOR DELIVERING
EXECUTIVE BUSINESS EDUCATION IS GIVING WAY TO A MORE HOLISTIC LEARNING
PARADIGM IN WHICH BOTH THE PEDAGOGICAL AND ANDRAGOGICAL FOCUS ARE ON
KNOWLEDGE ACQUISITION AND MANAGEMENT DECISION-MAKING. THE
ONE-SIZE-FITS-ALL EDUCATIONAL APPROACH OF THE PAST IS BEING SUPPLANTED
BY CUSTOMIZED, WEB-BASED LEARNING SYSTEMS. THE PURPOSE OF THIS CHAPTER
IS TO INTRODUCE A BLENDED LEARNING SYSTEM THAT COMBINES THE BEST OF BOTH
WEB-BASED LEARNING AND TIME-HONED C1ASSROOM PRACTICES FOR DELIVERING
COST-EFFECTIVE GRADUATE MANAGEMENT EDUCATION. CHAPTER22 MED ICAL HYBRID
LEARN ING TOOLS 355 LIANA STANESCU, UNIVERSITY OFCRAIOVA, ROMANIA
DUMITRU DAN BURDESCU, UNIVERSITY OFCRAIOVA, ROMANIA THIS CHAPTER
DESCRIBES ORIGINAL MODALITIES OF COMBINING TRADITIONAL METHODS AND
TECHNOLOGIES IN MEDICAL LEARNING WITH GOOD RESULTS. THE ELECTRONIC TOOL
IS TESYS, A NON-COMMERCIAL E-IEARNING PLATFORM DESIGNED FOR COMPLETING
AND IMPROVING TRADITIONAL MEDICALLEARNING BY USING NEW METHODS.
TRADITIONALLEARNING IS THUS BLENDED TOGETHER WITH E-IEARNING, OFFERING
THE STUDENTS AND TEACHERS THE POSSIBILITY TO PERMANENTLY EVALUATE THE
LEARNING AND TEACHING PROCESS. BESIDES THE USUAL FUNCTIONS OF AN
E-IEARNING PLATFORM, TE- SYS INCLUDES ELEMENTS OF ORIGINALITY. THE FIRST
ONE IS A DATABASE WITH MEDICAL IMAGES COLLECTED DURING THE PROCESS OF
DIAGNOSING PATIENTS, WHICH ALSO INCLUDE OTHER USEFUL INFORMATION
(DIAGNOSTIC, TREATMENT, EVOLUTION) IN ORDER TO COMPLETE THE CURRENTLY
LIMITED NUMBER OF IMAGES FOUND IN UNIVERSITY COURSES AND MEDICAL BOOKS.
THE SECOND ELEMENT OF ORIGINALITY IS THE CONTENT-BASED VISUAL QUERY
MODULE DESIGNED FOR THIS MULTIMEDIA MEDICAL DATABASE, WHICH USES
FEATURES THAT ARE AUTOMATICALLY EXTRACTED FROM IMAGES (COLOR, TEXTURE,
REGIONS). THE CONTENT-BASED VISUAL QUERY USED BOTH IN THE E-IEARNING AND
E-TESTING PROCESS STIMULATES LEARNING BY COMPARING SIMILAR CASES ALONG
WITH THEIR PARTICULARITIES, OR BY COMPARING CASES THAT ARE VISUALLY
SIMILAR BUT WITH DIFFERENT DIAGNOSIS. CHAPTE.'23 APPLYING WEB 2.0 TOOLS
IN HYBRID LEARNING DESIGNS 371 MARK J. W LEE, CHAR/ES STURT UNIVERSITY,
AUSTRA/IA CATHERINE MCLOUGH/IN, AUSTRA/IAN CATHO/IC UNIVERSITY,
AUSTRA/IA THIS CHAPTER EXPLORES HOW EDUCATORS CAN HARNESS THE POTENTIAL
OF A NEW WAVE OF SOCIAL SOFTWARE TO RESPOND TO THE CHALLENGES OF
TERTIARY EDUCATION IN THE NEW MILLENNIUM, BY COMBINING THE INTERACTIVITY
AND IMMEDIACY OF FACE-TO-FACE INSTRUCTION WITH THE OPENNESS,
CONNECTIVITY, AND F1EXIBILITY AFFORDED BY THE NEW TOOLS AND
TECHNOLOGIES. IT ALSO ARGUES FOR A NEW CONCEPTUALIZATION OF "HYBRID" OR
"BLENDED" LEARNING IN THE WEB 2.0 ERA, AND PRESENTS A NUMBER OF
EXEMPLARS OFWEB 2.0-BASED HYBRID LEARNING THAT TYPIFY THE EMERGENCE OF A
NEW PEDAGOGY FOR THE DIGITAL AGE. FINALLY, IT CONCLUDES WITH A
DISCUSSION OF THE ISSUES, BARRIERS, AND DILEMMAS THAT EXIST IN
IMPLEMENTING AN EFFECTIVE HYBRID APPROACH TO LEARNING WITHIN A FORMAL
EDUCATION SETTING. CHAPTER24 DEPLOYMENT OF A WEB BASED CRITIQUING SYSTEM
FOR ESSAY WRITING IN HYBRID LEARNING ENV IRONMENT. 393 FION S.R. LEE,
HONG KONG BAPTIST UNIVERSITY, HONG KONG KELVIN C.K. WONG, HONG KONG
BAPTIST UNIVERSITY, HONG KONG WILLIAM K. W CHEUNG, HONG KONG BAPTIST
UNIVERSITY, HONG KONG CYNTHIA F.K. LEE, HONG KONG BAPTIST UNIVERSITY,
HONG KONG THIS CHAPTER DESCRIBES THE USE OF A WEB-BASED ESSAY CRITIQUING
SYSTEM AND ITS INTEGRATION INTO IN ASERIES OF COMPOSITION WORKSHOPS FOR
A GROUP OF SECONDARY SCHOOL STUDENTS IN HONG KONG. IT BEGINS WITH A
REVIEW AND APPLICATION OF THE HYBRID LEARNING APPROACH, FOLLOWED BY A
DESCRIPTION OF LATENT SEMANTIC ANALYSIS, A METHODOLOGY FOR CORPUS
PREPARATION. THEN, THE DISTRIBUTION COMPUTING ARCHITECTURE FOR ESSAY
CRITIQUING SYSTEM IS DESCRIBED. IT EXPLICATES THE WAY IN WHICH THE
SYSTEM IS INTEGRATED WITH A WRITING PEDAGOGY IMPLEMENTED IN THE WORKSHOP
AND THE FEASIBILITY EVALUATION RESULT IS DERIVED. THE POSITIVE RESULT
CONFIRMS THE BENEFITS OF HYBRID LEARNING. CHAPTER 25 RAMPING UP TO
HYBRID TEACHING AND LEARNING 406 RA} BOORA, UNIVERSITY 0/ ALBERTA,
CANADA JOHN CHURCH, UNIVERSITY 0/ ALBERTA, CANADA HELEN MADILL,
UNIVERSITY 0/ ALBERTA, CANADA WADE BROWN, UNIVERSITY 0/ ALBERTA, CANADA
MYLES CHYKERDA, UNIVERSITY 0/ ALBERTA, CANADA HYBRID LEARNING MODELS
ATTEMPT TO CREATE AN ENVIRONMENT THAT CAN HARNESS THE BEST PARTS OF BOTH
FACE- TO-FACE AND ONLINE MODES OF CONTENT DELIVERY. THE CREATION OFTHESE
ENVIRONMENTS CAN BE ACHIEVED IN A VERY STRAIGHTFORWARD MANNER. HOWEVER,
THE CHALLENGE IS TO DEVELOP THESE ENVIRONMENTS SO THAT THEY FIT THE
NEEDS OFTHE STUDENTS, THE ABILITIES OFTHE INSTRUCTORS, AND ALSO THE
NATURE OFTHE CONTENT, ALL OFWHICH ARE L1UMEROUS AND VARIED. DECIDING
WHAT ELEMENTS TO PUT ONLINE AND WHAT ELEMENTS TO DELIVER FACE-TO- FACE
PRESENTS A SIGNIFICANT CHALLENGE, AS THE I1LLMBER OFTOOLS AVAILABLE TO
INSTRUCTIONAL STAFFWILL INCREASE SIGNIFICANTLY OVER THE NEXT DECADE.
ONCE THE MEANS OF DELIVERY ARE UNDERSTOOD, IT IS POSSIBLE TO TAKE THE
IDEA OF HYBRID TEACHING AND LEARNING ENVIRONMENTS ONE STEP FURTHER BY
FIRST MAKING THE MOST OF ONLINE AND FACE-TO-FACE DELIVERY SEPARATELY AND
THEN USING THEM TOGETHER WHEN THE NEED ARISES. CHAPTER26 KNOWLEDGE
MANAGEMENT FOR HYBRID LEARN ING 424 STE/ANIE SIEBER, UNIVERSITY 0/
BAMBERG, GERMANY ANDREAS HENRICH, UNIVERSITY 0/ BAMBERG, GERMANY THE
MERGING OF KNOWLEDGE MANAGEMENT AND HYBRID LEARNING HAS GAINED MORE AND
MORE ATTRACTION AND HAS BEEN PUT IN THE FOCUS OF INTERESTS LATELY, FOR
THE SIMPLE REASON THAT BOTH AREAS CAN BENEFIT FROM EACH OTHER. AS A
RESULT, THIS CHAPTER DEALS WITH KNOWLEDGE MANAGEMENT FOR HYBRID
LEARNING. CHAPTER 27 MODEL FOR AN INTERACTION ASSESSMENT STRATEGY IN
HYBRID LEARNING LNCLUDING WEB 2.0 RESOURCES 450 RAQUEL HIJON-NEIRA,
UNIVERSIDAD REY JUAN CARLOS, SPAIN ANGEL VELAZQUEZ-ITURBIDE. UNIVERSIDAD
REY JUAN CARLOS, SPAIN JONAY RODRIGUEZ-MARTIN, UNIVERSIDAD REY JUAN
CARLOS, SPAIN WHO BEING A HYBRID LEARNING TEACHER IN THE WEB 2.0 ERA HAS
NOT MADE HIM/HERSELF ASK THIS QUESTION: "ARE STUDENTS WORKING
EFFECTIVELY WHILE THEY ARE NOT INFACE TOFACE CLASS?" SOMETIMES THE
QUESTIONS ARE ASKED BUT HE/SHE DOES NOT HAVE THE KNOWLEDGE TO CREATE AN
INTERACTION ASSESSMENT STRATEGY THAT COULD PROVIDE THIS INFORMATION. THE
AUTHORS PRESENT IN THIS CHAPTER A MODEL THAT PROVIDES THE STEPS AND DATA
THAT SHOULD RESULT IN A MUCH BETTEL' TEACHINGLLEARNING PROCESS. THUS,
THE MODEL PRESENTS THE QUESTIONS THAT SHOULD BE MADE, THE DATA MODEL
THAT SHOULD BE WORKED ON, THE VISUALIZATIONS THAT SHOULD BETTEL' FIT
EACH TYPE OF DATA AND THE PROCESS OF ANALYSIS TEACHERS COULD MAKE TO
IMPROVE DIFFERENT FEATURES, SUCH AS: THE WAY OF PRESENTING INFORMATION
TO THE STUDENTS THROUGH THE YEAR, PREVENT STUDENTS' DROPPING OUTS AND
FAILURES, AND GENERALLY IMPROVE THE PACE OFTEACHING. CHAPTER 28 THE
POLYPHONIC MODEL OF HYBRID AND COLLABORATIVE LEARNING 466 STEFAN
TRAUSAN-MATU, POLITEHNICA UNIVERSITY OF BUCHAREST, ROMANIA THIS CHAPTER
PRESENTS A MODEL FOR HYBRID AND COLLABORATIVE LEARNING BASED ON AN
ANALOGY WITH MUSICAL POLYPHONY, STARTING FROM BAKHTIN'S IDEAS OF
DIALOGISM. THE MODEL CONSIDERS DIFFERENT VOICES (PARTICIPANTS)
INTER-ANIMATING ANDJOINTLY CONSTRUCTING A COHERENT TUNE (A SOLUTION, IN
PROBLEM SOLVING), ENABLING OTHER VOICES TO ADOPT DIFFERENTIAL POSITIONS
AND TO IDENTIFY DISSONANCES (UNSOUND APPROACHES). THIS CHAPTER
INTRODUCES ALSO SOFTWARE TOOLS, WHICH VISUALIZE THE DISCUSSION THREADS
IN ACHAT AND THE INFLUENCES THAT AN UTTERANCE HAS ON THE SUBSEQUENT
ONES. SUCH TOOLS HELP BOTH TEACHERS AND LEARNERS TO EVALUATE AND ENHANCE
THE LEARNING PROCESS. THE MODEL HELPS TO UNDERSTAND HOW LEARNERS
INTER-ANIMATE WHEN THEY PARTICIPATE TO COLLABORATIVE CHATS FOR PROBLEM
SOLVING 01' OTHER LEARNING ACTIVITIES, INCLUDING HYBRID LEARNING.
CHAPTER 29 HYBRID TEACHING AND LEARNING OFCOMPUTER PROGRAMMING LANGUAGE
487 FU LEE WANG, CARITAS FRANCIS HSU COLLEGE, HONG KONG TAK-LAM WONG,
CHINESE UNIVERSITY OFHONG KONG, HONG KONG TEACHING AND LEARNING COMPUTER
PROGRAMMING HAS CREATED SIGNIFICANT DIFFICULTIES TO BOTH TEACHER AND
STUDENT. LARGE CLASS SIZE IS ONE OFTHE MAJOR BARRIERS TO EFFECTIVE
INSTRUCTION. A WELL-DESIGNED PEDAGOGY CAN MAKE THE INSTRUCTION MOST
EFFECTIVE. HYBRID TEACHING AND LEARNING COMBINES FACE-TO-FACE
INSTRUCTION AND COMPUTER-ASSISTED INSTRUCTION TO MAXIMIZE STUDENTS'
LEARNING. THIS CHAPTER WILL SHARE THE AUTHORS' EXPERIENCES IN CITY
UNIVERSITY OF HONG KONG (CITYU) AS THEY TEACH COMPUTER PROGRAMMING
COURSES WITH LARGE CLASS SIZE BY HYBRID LEARNING MODEL. EVALUATION HAS
SHOWED THAT HYBRID TEACHING AND LEARN- ING PROVIDE GREAT F1EXIBILITIES
TO BOTH TEACHING AND LEARNING OF COMPUTER PROGRAMMING. THE STUDENTS'
ACADEMIC RESULTS HAVE BEEN SIGNIFICANTLY IMPROVED IN COMPUTER
PROGRAMMING COURSES. COMPILATION OF REFERENCES 503 ABOUT THE
CONTRIBUTORS 552 INDEX 564 |
| any_adam_object | 1 |
| author_GND | (DE-588)138952132 |
| building | Verbundindex |
| bvnumber | BV036071052 |
| callnumber-first | L - Education |
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| callnumber-search | LC5803.C65 |
| callnumber-sort | LC 45803 C65 |
| callnumber-subject | LC - Social Aspects of Education |
| classification_rvk | AL 40450 AL 91500 DP 1960 DP 2580 DP 2600 |
| ctrlnum | (OCoLC)406133181 (DE-599)BVBBV036071052 |
| dewey-full | 378.1/734 |
| dewey-hundreds | 300 - Social sciences |
| dewey-ones | 378 - Higher education (Tertiary education) |
| dewey-raw | 378.1/734 |
| dewey-search | 378.1/734 |
| dewey-sort | 3378.1 3734 |
| dewey-tens | 370 - Education |
| discipline | Allgemeines Pädagogik |
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| genre | (DE-588)4143413-4 Aufsatzsammlung gnd-content |
| genre_facet | Aufsatzsammlung |
| id | DE-604.BV036071052 |
| illustrated | Illustrated |
| indexdate | 2024-09-23T22:21:06Z |
| institution | BVB |
| isbn | 9781605663807 9781605663814 |
| language | English |
| lccn | 2009047891 |
| oai_aleph_id | oai:aleph.bib-bvb.de:BVB01-018962326 |
| oclc_num | 406133181 |
| open_access_boolean | |
| owner | DE-29 DE-11 |
| owner_facet | DE-29 DE-11 |
| physical | XXV, 571 S. Ill., graph. Darst. |
| publishDate | 2010 |
| publishDateSearch | 2010 |
| publishDateSort | 2010 |
| publisher | Information Science Reference |
| record_format | marc |
| spelling | Handbook of research on hybrid learning models advanced tools, technologies, and applications Fu Lee Wang,...[editors] Hybrid learning models Hershey [u.a.] Information Science Reference 2010 XXV, 571 S. Ill., graph. Darst. txt rdacontent n rdamedia nc rdacarrier "This book focuses on Hybrid Learning as a way to compensate for the shortcomings of traditional face-to-face teaching, distance learning, and technology-mediated learning"--Provided by publisher. Includes bibliographical references and index Distance education Computer-assisted instruction Educational technology Computer-assisted instruction Blended learning Virtual reality in education Computerunterstützter Unterricht (DE-588)4070087-2 gnd rswk-swf E-Learning (DE-588)4727098-6 gnd rswk-swf (DE-588)4143413-4 Aufsatzsammlung gnd-content E-Learning (DE-588)4727098-6 s DE-604 Computerunterstützter Unterricht (DE-588)4070087-2 s Wang, Fu Lee Sonstige (DE-588)138952132 oth Digitalisierung UB Erlangen application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=018962326&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis |
| spellingShingle | Handbook of research on hybrid learning models advanced tools, technologies, and applications Distance education Computer-assisted instruction Educational technology Computer-assisted instruction Blended learning Virtual reality in education Computerunterstützter Unterricht (DE-588)4070087-2 gnd E-Learning (DE-588)4727098-6 gnd |
| subject_GND | (DE-588)4070087-2 (DE-588)4727098-6 (DE-588)4143413-4 |
| title | Handbook of research on hybrid learning models advanced tools, technologies, and applications |
| title_alt | Hybrid learning models |
| title_auth | Handbook of research on hybrid learning models advanced tools, technologies, and applications |
| title_exact_search | Handbook of research on hybrid learning models advanced tools, technologies, and applications |
| title_full | Handbook of research on hybrid learning models advanced tools, technologies, and applications Fu Lee Wang,...[editors] |
| title_fullStr | Handbook of research on hybrid learning models advanced tools, technologies, and applications Fu Lee Wang,...[editors] |
| title_full_unstemmed | Handbook of research on hybrid learning models advanced tools, technologies, and applications Fu Lee Wang,...[editors] |
| title_short | Handbook of research on hybrid learning models |
| title_sort | handbook of research on hybrid learning models advanced tools technologies and applications |
| title_sub | advanced tools, technologies, and applications |
| topic | Distance education Computer-assisted instruction Educational technology Computer-assisted instruction Blended learning Virtual reality in education Computerunterstützter Unterricht (DE-588)4070087-2 gnd E-Learning (DE-588)4727098-6 gnd |
| topic_facet | Distance education Computer-assisted instruction Educational technology Computer-assisted instruction Blended learning Virtual reality in education Computerunterstützter Unterricht E-Learning Aufsatzsammlung |
| url | http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=018962326&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA |
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