La presente investigación “Retos y desafíos en un ambiente blended para el aprendizaje de las matemáticas de los primeros ciclos de estudiantes adultos”, plantea, desarrolla y evalúa los resultados y logros de aplicar una metodología de enseñanza-aprendizaje en un sistema semipresencial, al aprendizaje de las matemáticas en estudiantes adultos. El diseño de investigación es mixto. La población objetivo de la investigación está constituida por los ingresantes al programa de adultos de una universidad particular de Lima-Perú. El investigado para gestionar la intervención en la especialidad de Administración, considera que la población accesible está conformada por estudiantes elegidos aleatoriamente. / The present research "Challenges in a blended environment for the learning of the mathematics of the first cycles of adult students", proposes, develops and evaluates the results and achievements of applying a teaching-learning methodology in a blended system, to learning of mathematics in adult students. The research design is mixed. The target population of the research is constituted by those who enter to the adult program of a private university in Lima-Peru. The researcher to manage the intervention in the specialty of Administration, considers that the accessible population is made up of randomly chosen students.

Doctor of Philosophy / Curriculum and Instruction Programs / Rosemary S. Talab / The purpose of this study was to obtain science faculty concerns and professional development needs to adopt blended learning in their teaching at Taibah University. To answer these two research questions the survey instrument was designed to collect quantitative and qualitative data from close-ended and open-ended questions. The participants’ general characteristics were first presented, then the quantitative measures were presented as the results of the null hypotheses. The data analysis for research question one revealed a statistically significant difference in the participants’ concerns in adopting BL by their gender sig = .0015. The significances were found in stages one (sig = .000) and stage five (sig = .006) for female faculty. Therefore, null hypothesis 1.1 was rejected (There are no statistically significant differences between science faculty’s gender and their concerns in adopting BL). The data analysis indicated also that there were no relationships between science faculty’s age, academic rank, nationality, country of graduation and years of teaching experience and their concerns in adopting BL in their teaching, so the null hypotheses 1.2-7 were accepted (There are no statistically significant differences between Science faculty’s age and their concerns in adopting BL, there are no statistically significant differences between Science faculty’s academic rank and their concerns in adopting BL, there are no statistically significant differences between Science faculty’s nationality and their concerns in adopting BL, there are no statistically significant differences between Science faculty’s content area and their concerns in adopting BL, there are no statistically significant differences between Science faculty’s country of graduation and their concerns in adopting BL and there are no statistically significant differences between Science faculty’s years of teaching experience and their concerns in adopting BL). The data analyses for research question two revealed that there was a statistically significant difference between science faculty’s use of technology in teaching by department and their attitudes towards technology integration in the Science curriculum. Lambda MANOVA test result was sig =.019 at the alpha = .05 level. Follow up ANOVA result indicated that Chemistry department was significant in the use of computer-based technology (sig =.049) and instructional technology use (sig =.041). Therefore, null hypothesis 2.1 was rejected (There are no statistically significant differences between science faculty’s attitudes towards technology integration in the Science curriculum and faculty’s use of technology in teaching by department). The data also revealed that there was no statistically significant difference (p<.05) between science faculty’s use of technology in teaching by department and their instructional technology use on pedagogy. Therefore, null hypothesis 2.2 was accepted (There are no statistically significant differences between science faculty’s perceptions of the effects of faculty IT use on pedagogy and faculty’s use of technology in teaching by department). The data also revealed that there was a statistically significant difference between science faculty’s use of technology in teaching by department and their professional development needs in adopting BL. Lambda MANOVA test result was .007 at the alpha = .05 level. The follow up ANOVA results showed that the value of significance of Science faculty’s professional development needs for adopting BL was smaller than .05 in the Chemistry department with sig =.001 in instructional technology use. Therefore, null hypothesis 2.3 was rejected (There are no statistically significant differences between Science faculty’s perceptions of technology professional development needs and faculty’s use of technology in teaching by department). Qualitative measures included analyzing data based on answers to three open-ended questions, numbers thirty-six, seventy-four, and seventy-five. These three questions were on blended learning concerns comments (question 36, which had 10 units), professional development activities, support, or incentive requested (question 74, which had 28 units), and the most important professional development activities, support, or incentive (question 75, which had 37 units). These questions yielded 75 units, 23 categories and 8 themes that triangulated with the quantitative data. These 8 themes were then combined to obtain overall themes for all qualitative questions in the study. The two most important themes were “Professional development” with three categories; Professional development through workshops (10 units), Workshops (10 units), Professional development (5 units) and the second overall theme was “Technical support” with two categories: Internet connectivity (4 units), and Technical support (4 units). Finally, based on quantitative and qualitative data, the summary, conclusions, and recommendations for Taibah University regarding faculty adoption of BL in teaching were presented. The recommendations for future studies focused on Science faculty Level of Use and technology use in Saudi universities.

Published Article / The purpose of this paper is to provide a discussion of the educational potential of a blended approach to teaching and learning in the context of the challenges related to mastering basic concepts in mathematics at higher education level. Based on the results of the application of blended learning and teaching for two consecutive semesters at a university of technology, their potential to support meaningful learning of undergraduate mathematics is discussed. The use of clickers, minute and muddiest point papers and board work as educational tools with incomplete sentences as evaluative tool, are discussed. The conclusion is that a blended approach to teaching and learning has many benefits when applied appropriately for a particular context. The lecturer's attitude remains vital for successful implementation of technology-enhanced strategies.

The concept of flipped learning has received significant attention in recent years. In a flipped learning methodology, students view instructional videos and complete related assignments before class, so that face-to-face time with the instructor can be spent applying the knowledge and skills they were introduced to in the pre-class assignments. This study aims to determine the effectiveness of a flipped learning method for teaching information literacy (IL) skills to undergraduate students compared to a traditional teaching method where the majority of face-to-face time is spent instructing. To evaluate this, a mixed methods research design was used, where results from qualitative interviews helped explain findings from test data, assignment completion data, and major paper rubric data. The IL tests resulted in a small but insignificant test score improvement for flipped participants. Interviewed flipped participants reported mainly positive feelings toward flipped learning, whereas all flipped ESL interviewees related strong positive feedback towards flipped learning. / Graduate / 0515 / 0727 / 0710 / rmccue@uvic.ca

Actualmente la incorporación de las tecnologías de la información y comunicación (TIC) en los programas educativos ha cobrado especial relevancia, bajo el supuesto de que estas herramientas pueden promover una mejor calidad educativa y facilitar el aprendizaje, además de contribuir a reducir la brecha digital. Con la presente tesis se logró demostrar cual es nivel de comunicación que tienen los niños antes y después de aplicar el sistema tutorial multimedia. Asimismo se presenta un marco teórico e investigaciones anteriores en los que se basó la innovación que propone esta investigación para sistemas de aprendizaje. A continuación se detalla la metodología de Brian Blum propuesta para el desarrollo del sistema tutorial multimedia abarcando el análisis, diseño educativo e interactivo, desarrollo, producción y pruebas del sistema. Esta metodología permitió el desarrollo de un sistema más interactivo y entretenido para los niños; así como una herramienta esencial para el docente al momento de impartir sus clases. Finalmente se concluye que el sistema tutorial multimedia basado en tecnología b-learning, es un sistema de aprendizaje que en relación a las estrategias de enseñanza tradicional contribuyó a mejorar el proceso de comunicación de los niños especiales del Colegio de Educación Especial Nº2 Niño Jesús de Praga. / Tesis

<p>Background: Practice knowledge exists as a complex relationship between questions and answers in a context of meaning that is often intuitive and hidden from the novice practitioner. Physiotherapy education, which aims to develop patterns of thinking, reflection and reasoning as part of practice knowledge, is often based on didactic teaching methods that emphasise the learning of facts without highlighting the relationships between them. In order to improve health outcomes for patients, clinical educators must&nbsp / consider redesigning the curriculum to take into account the changing and complex nature of physiotherapy education. There is some evidence that a blended approach to&nbsp / teaching and learning may facilitate the development of graduates who are more capable of reflection, reasoning and critical thinking, and who can adapt and respond to the&nbsp / complex clinical environment. The purpose of this study was to develop principles that could be used to guide the design of blended learning environments that aim to develop&nbsp / capability in undergraduate physiotherapy students. Method: The study took place in a university physiotherapy department in the Western Cape in South Africa, among&nbsp / undergraduate students. Design research was used as a framework to guide the study, and included a range of research methods as part of that process. The problem was&nbsp / identified using a systematic review of the literature and a survey of students. The design of the blended intervention that aimed to address the problem was informed by a&nbsp / narrative review of theoretical frameworks, two pilot studies that evaluated different aspects of blended learning, and a Delphi study. This process led to the development of a set&nbsp / of design principles which were used to inform the blended intervention, which was implemented and evaluated during 2012. Results: The final results showed that students had undergone a transformation in how they thought about the process and practice of learning as part of physiotherapy education, demonstrating critical approaches towards&nbsp / knowledge, the profession and authority. These changes were brought about by changing teaching and learning practices that were informed by the design principles in the&nbsp / preliminary phases of the project. These principles emphasised the use of technology to interact, articulate understanding, build relationships, embrace complexity, encourage&nbsp / creativity, stimulate reflection, acknowledge emotion, enhance flexibility and immerse students in the learning space. Discussion: While clinical education is a complex undertaking with many challenges, evidence presented in this study demonstrates that the development of clinical reasoning, critical thinking and reflection can be enhanced through the intentional use of technology as part of a blended approach to teaching and learning. The design principles offer clinical educators a framework upon which to construct learning environments where the affordances of technology can be mapped to the principles, which are based on a sound pedagogical foundation. In this way, the use of technology in the learning environment is constructed around principles that are informed by theory. However, clinical educators who are considering the integration of&nbsp / innovative strategies in the curriculum should be aware that students may initially be reluctant to engage in self-directed learning activities, and that resistance from colleagues&nbsp / may obstruct the process. Conclusion: The development of clinical reasoning, critical thinking and reflection in undergraduate physiotherapy students may be enhanced through&nbsp / the intentional use of appropriate technology that aims to fundamentally change teaching and learning practices. Design research offers a practical approach to conducting&nbsp / research in clinical education, leading to the development of principles of learning that are based on theory. <br /> iii</p>

Se reporta el diseño y evaluación de un curso Blended Learning (BL) para Física I en la Universidad Nacional Experimental del Táchira, UNET, Venezuela, que incorpora las Tecnologías de la Información y Comunicación (TIC) al proceso de enseñanza- aprendizaje de Física I y propicia el desarrollo de habilidades cognitivas básicas (HC) del alumno para el aprendizaje de esta ciencia. Este curso que combina actividades y recursos presenciales y virtuales, se montó en la plataforma Moodle de la UnetVirtual. Los materiales instruccionales se diseñaron con énfasis en el desarrollo de habilidades cognitivas y fueron organizados con mapas conceptuales. El enfoque básicamente cualitativo usó una metodología mixta de recolección de información, empleando técnicas de tipo cuantitativo y cualitativo de acuerdo a la naturaleza de los datos. Se obtuvo un curso de alta calidad técnica y pedagógica que es utilizado actualmente en la UNET con excelentes resultados. Se generó un modelo normativo para el diseño de actividades BL, con énfasis en el desarrollo de HC. Este consiste en un conjunto de acciones y una serie de recomendaciones, productos de los hallazgos encontrados, que sirven de guía para diseñar cursos en esta modalidad. / This is the report of the design and evaluation of a physics Blended Learning course (BL) at the Universidad Nacional Experimental del Táchira, UNET, Venezuela. This course incorporates the new communication and information technologies, TICs, to the teaching and learning process of physics, while enhancing student cognitive abilities necessary for learning science. It combines resources and activities for virtual and face to face interactions, using the moodle plataform in the Unetvirtual. Instructional materials with special emphasis in the development of cognitive abilities were designed ad hoc and organized by means of concept maps. A qualitative research approach was mainly employed, but data gathering was made using both quantitative and qualitative techniques, according to the nature of the data collected. A very high quality course from a technological and pedagogical point of view was obtained. This course is being used in the university with excellent results. A normative model for the design of a BL course, which emphasizes the development of cognitive abilities was developed. This model explains a set of actions and recommendations which may lead a novel teacher who wants to design a BL course.

Actualmente la incorporación de las tecnologías de la información y comunicación (TIC) en los programas educativos ha cobrado especial relevancia, bajo el supuesto de que estas herramientas pueden promover una mejor calidad educativa y facilitar el aprendizaje, además de contribuir a reducir la brecha digital. Con la presente tesis se logró demostrar cual es nivel de comunicación que tienen los niños antes y después de aplicar el sistema tutorial multimedia. Asimismo se presenta un marco teórico e investigaciones anteriores en los que se basó la innovación que propone esta investigación para sistemas de aprendizaje. A continuación se detalla la metodología de Brian Blum propuesta para el desarrollo del sistema tutorial multimedia abarcando el análisis, diseño educativo e interactivo, desarrollo, producción y pruebas del sistema. Esta metodología permitió el desarrollo de un sistema más interactivo y entretenido para los niños; así como una herramienta esencial para el docente al momento de impartir sus clases. Finalmente se concluye que el sistema tutorial multimedia basado en tecnología b-learning, es un sistema de aprendizaje que en relación a las estrategias de enseñanza tradicional contribuyó a mejorar el proceso de comunicación de los niños especiales del Colegio de Educación Especial Nº2 Niño Jesús de Praga.

With the innovation and use of information technology, Blended Learning, which combines traditional face-to-face and e-learning, becomes an emerging trend. Blended Learning has been widely adopted in educational field and enterprises. It is considered as a useful model to transfer knowledge, teaching and learning. What does blended learning mean? What are the impacts on instruction? How many models can blended learning have? What are the related issues and challenges? And what are the future research directions? They are all the vital issues in the future development of e-learning. Many researchers and educators have indicated that interaction is an important factor to influence learning effectiveness. Therefore, our study focus on exploring different interaction modes in blended synchronous learning environment and analyzing what kinds of roles are participated within the interaction procedures. A case study approach is adopted by taking the three blended synchronous learning courses, Negotiation and E-negotiation, Computer network, Database, which are held by the MIS department of National Sun Yat-sen University in the first semester of the 94 academic year as research subjects. We also apply phenomenology view point and qualitative methodology to find out all different phenomenons of interaction existing in the studied blended learning environment. The results found eight different dimensions of interaction including instructor-to-instructor, instructor-to-learner, instructor-to-content, instructor-to-interface, learner-to-instructor, learner-to-learner, learner-to-content and learner-to-interface. We then provide suggestions for instructors, learners and managers how they can improve interaction in blended learning environment according to each interaction dimension.

Univ., Diss--Wien, 2005.