<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>

The use of information and communication technologies (ICT) has now become all pervasive in society. There is now an expectation that educators will use ICT to support teaching and learning in their classrooms and this position is evident in many curriculum documents and educational policies where the aim is to provide each child with access to ICT. Consequently, and to realise this expectation, it is imperative that the focus on the use of information and communication technologies (ICT) in education shifts beyond learning about ICT to a focus that is aligned with the pedagogical learning experiences in which students can be immersed. There is a need for deep knowledge building to occur in these environments for our students to be active participants in a society where new technologies are constantly emerging. Hence, there is a need for learning environments that are flexible and respond to the needs of these new students and can adopt new technologies where necessary. In order to explore such an environment that encourages the development of knowledge building, an argumentative framework is necessary. The purpose of the study described in this thesis was to identify argumentation as a process of knowledge building and determine if it occurs in an online discussion forum, which is situated in a blended learning environment. This blended learning environment is typical of many classrooms and is where there is a combination of traditional face-to-face activity with online collaboration. In the case of this study, it is situated within an upper secondary private girls school located in a metropolitan area. The classroom under investigation demonstrates a blending of traditional pedagogy, that of dialectical reasoning and argument, and new technology, through an online discussion forum. The study employed a research design methodology over a six week period, while the analysis was based on an existing social argumentation schema and a new customised schema. As part of the analysis, descriptive statistics were used to determine the students' activity within the online discussion forum and to ascertain how this varied accordingly when certain criteria were changed. This was consistent with the cyclic approach of design research. Pedagogical recommendations were presented which demonstrated the importance that appropriate scaffolding and the role of the teacher plays in the successfulness of a forum. The study also recognised the need for purposeful teaching of argumentation as a process of knowledge building and the need for starter statements that are personally motivating to the students and are authentic and relevant. Argumentation and consequently knowledge building were evident in the findings, though were constrained by the habituated practices of schooling. Similarly the notion of community, while evident, was constrained by the time- and space- dependence of the school environment.

Thesis (Ph. D.)--University of North Texas, Aug., 2007. / Title from title page display. Includes bibliographical references.

The thesis is focused on blended learning with Gamification elements in elementary school. The work should serve as a tool for creators of blended learning, or e-learning courses in the LMS Moodle. Contains a theoretical overview of the problem of blended learning, motivation in education and Gamification. Based on the theoretical foundations of the thesis analyzes the specific environment of elementary school and defines the target group of pupils. It also describes the selection, development and design of a specific product, selected on the basis of the generated list of available products. The conclusion contains a description of the product implementation and verification of its functionality and effectiveness on the target group of students. The result is a functional and proven deployment Gamification concept of blended learning course based on Moodle.

abstract: The availability and subsequent expansion in the use of online learning environments has provided a new avenue for teacher professional development: blended learning. While blended learning environments may provide attractive benefits to teachers and school administration, the impact of blended teacher professional development has been largely unexamined in the existing research. This mixed-methods study investigated professional development outcomes for 64 teachers participating in district sponsored teaching professional development, 32 in a blended course and 32 in a face-to-face equivalent of the course. Outcomes of the professional development were measured using pre- and post- instructional belief surveys, participant satisfaction surveys, and interviews measuring retention of instructional beliefs and application of new instructional strategies. Additionally, participants who did not complete the course were interviewed to learn about their experience in the course and reasons for non-completion. The results of this study show similar changes in instructional beliefs for both the blended and face-to-face sections and significantly higher satisfaction with course content, materials, and instructor involvement among blended participants. However, blended participants were less likely to be transitioning to, or practicing new strategies as measured by interviews 12 weeks following course completion. A large number of blended participants showed evidence of their knowledge of new instructional strategies, but were reluctant to apply new strategies in their classrooms. Non-completers primarily cited lack of time for their withdrawal, but expressed an interest in future blended learning courses. The recommendations from this study should inform districts, schools, and teachers about blended learning for teacher professional development. / Dissertation/Thesis / Ed.D. Educational Administration and Supervision 2014

Philosophiae Doctor - PhD / 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 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 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 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 capability in undergraduate physiotherapy students. Method: The study took place in a university physiotherapy department in the Western Cape in South Africa, among 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 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 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 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 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 preliminary phases of the project. These principles emphasised the use of technology to interact, articulate understanding, build relationships, embrace complexity, encourage 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 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 may obstruct the process. Conclusion: The development of clinical reasoning, critical thinking and reflection in undergraduate physiotherapy students may be enhanced through the intentional use of appropriate technology that aims to fundamentally change teaching and learning practices. Design research offers a practical approach to conducting research in clinical education, leading to the development of principles of learning that are based on theory. / South Africa

Submitted by Rafael Santana (rafael.silvasantana@ufpe.br) on 2017-08-03T19:05:41Z No. of bitstreams: 2 license_rdf: 811 bytes, checksum: e39d27027a6cc9cb039ad269a5db8e34 (MD5) DissertaçãoFelipeDeBritoLima[Psicologia-Cognitiva2015].pdf: 3661452 bytes, checksum: 92b4b594975779c5840e9f76802cf341 (MD5) / Made available in DSpace on 2017-08-03T19:05:41Z (GMT). No. of bitstreams: 2 license_rdf: 811 bytes, checksum: e39d27027a6cc9cb039ad269a5db8e34 (MD5) DissertaçãoFelipeDeBritoLima[Psicologia-Cognitiva2015].pdf: 3661452 bytes, checksum: 92b4b594975779c5840e9f76802cf341 (MD5) Previous issue date: 2015-02-25 / CAPES / Esta pesquisa visa avaliar níveis de engajamento estudantil na execução de uma sequência de atividades de aprendizagem mediadas pelo uso de aplicativos educacionais inseridos numa prática de ensino multimodal. O experimento foi conduzido em uma escola estadual do Recife e teve como participantes 1 professor de matemática e 92 estudantes de 4 turmas de 1º ano do Ensino Médio. Os estudantes foram sistematicamente expostos a sequências de atividades envolvendo o uso de aplicativos educacionais, implementadas a partir de duas concepções distintas: a primeira associada a aulas tradicionais, expositivas e lineares, e a segunda tendo como fundamento (a) a literatura acerca do engajamento estudantil e das práticas de ensino multimodais e (b) a aplicação de um instrumento de aferição de familiaridade com ferramentas tecnológicas, utilizado para traçar um perfil dos respondentes. A ação dos estudantes sobre os aplicativos utilizados foi registrada em todas as aulas por meio de dispositivos de captura de telas e o material resultante foi analisado de acordo com categorias de comportamentos quantificáveis, desenvolvidas com base na metodologia da pesquisa em ciências do comportamento. Os resultados indicam que os níveis de engajamento variaram entre 84,78 e 82,61% na abordagem multimodal enquanto os índices obtidos através da prática tradicional foram de 26,09 a 19,57%. O H de Kruskal-Wallis (sig. ≥ 0,829) indica que as 4 turmas responderam de modo similar à cada tipo de sequência de atividades e o Wilcoxon pareado indica diferenças significativas intragrupo em todos as turmas (sig.≦0,014) quando contrastadas as performances associadas a cada abordagem. Características do ensino multimodal, como suporte a autonomia e interação via diferentes mídias, foram associadas à promoção do engajamento estudantil, e a partir das sequências de atividades conduzidas para o experimento, delineou-se um exemplo detalhado de implementação destas práticas que poderá ser usado pra fins de formação docente. / This study aims at assessing levels of student engagement in a sequence of learning activities mediated by the use of educational applets in a Blended Learning scenario. The experiment was carried out at a state public school in Recife and had as its participants a math teacher and 92 freshmen High School students from 4 different classes. Students were systematically exposed to sequences of learning activities featuring the use of educational applets and implemented based on two distinct approaches: the first, associated with traditional, linear and lecture-based lessons, and the second being informed by (a) current literature on student engagement and blended learning systems and approaches as well as (b) data collected through a measure of digital literacy intended to provide a profile of the learners. Students’ actions using the applets were recorded by screen capture devices and the resulting output was analyzed according to categories of quantifiable behavior developed within the scope of scientific methodology in behavioral research. Results shows that levels of student engagement range from 84,78 to 82,61% in blended learning scenarios and from 26,09 to 19,57% when under the traditional approach. Kruskal-Wallis’ H (sig. ≥ 0,829) indicates the four groups responded similarly to each type of sequence of activities and the Wilcoxon signed rank test points to significant intra-group differences (sig.≦0,014) in all four groups when contrasting the performances associated with each approach. Features of Blended Learning, such as autonomy support and interaction via different media were associated with the promotion of student engagement and based on the activities conducted for the experiment, a detailed sample of implementation, which may be used for teacher development purposed, was effective designed.

The purpose of this comparative, quantitative study was to explore the relationship of interim test scores among remote and in-person learners, low-income students, and students with disabilities. In March 2020, a portion of students enrolled in a K-12 school in Northeast Tennessee was moved into remote learning until the end of the school year in May 2020. In July 2020, parents were given the option for their child to attend remote or in-person learning. While some chose in-person learning, giving reasons such as child-care, work obligations, or personal preference, others chose for their children to continue to receive online learning due to health concerns brought on by the pandemic. Since these decisions were made, some parents that originally opted for online learning chose to send their child back to school due to perceived obstacles faced within the online environment. This study was conducted to determine the efficacy of online learning in comparison to in-person learning for students grades three – six separated into the following categories: general population, students with disabilities, and low-income students. Comparison of both mathematics and literacy interim third quarter checkpoint data were analyzed using SPSS software to conduct a series of independent t-tests. Data were analyzed at the 0.05 level of significance. Twelve research questions were addressed testing corresponding null hypotheses. Results included third grade online literacy scores significantly exceeding the scores of in-person. Mean literacy and math scores were approximately equal for online and in-person learners. Overall, scores for students with disabilities and low socio-economic students were approximately equal whether the learners were online or in-person.

Online learning sessions are becoming increasingly common. In this study, we reviewed over 150 studies of online and blended learning, revealing that the factors that affect student preferences for online or in-person learning vary widely and compiled a table of these factors. They can be categorized as either learning preferences or current lifestyle conditions. To better understand these preferences, we implemented an intervention in which college-level engineering students were given the choice to attend either an online or in-person session for a class they normally attended in a different modality. We compared college students' stated preferences with demonstrated attendance for online or in-person instruction. We surveyed approximately 150 undergraduate students from two different courses in engineering who participated in both in-person and online learning experiences. We conducted a pre and post survey, created based on the categories formed from our literature review. Data were analyzed using a paired sample t-test, Phi correlations, and structural equation modeling in order to determine the most salient combination of preferences that affect students' choice to attend either an online or in-person class. Furthermore, this research specifically sought to understand why students' stated preferences may or may not align with their demonstrated attendance for online or in-person learning. Based on survey results, we used targeted interviews to understand student choices from 13 students whose choices did not match their stated preferences. We found that most students in our context of a typical in-person university prefer in-person instruction, but they also want some online class sessions if it is more convenient for them at the time. Through applying The Reasoned Action Approach and Model, we analyzed students' stated preferences and compared these with their demonstrated actions. The analysis revealed that students' self-prediction via a survey about whether or not they would attend an online class session was statistically significant at predicting their actual attendance, whereas stated preference for some online class sessions were not predictive. This finding suggests that preference-based surveys may not reliably predict students' actions in regards to attending online or in-person class sessions. Instead, we recommend using a survey with an appropriate predictive question, which will allow universities and professors to determine if it will be worth investing the time and resources in to creating online class sessions.

Blended learning is the fastest-growing modality in North America and much of the world. However, research and training in blended learning is far outpaced by its usage. To remedy this gap, we developed a competency framework and self-survey instrument to help teachers and researchers evaluate teacher readiness for blended environments. The purpose of this research is to prove that the model and accompanying survey instrument are reliable for use with teacher candidates both before and after going through a blended teaching course. To accomplish this, we sent out a survey instrument to 326 teacher candidates studying in a blended teaching course at a university in the western United States. The teachers took the survey at the beginning of class, and then once again, three months later. Using confirmatory factor analysis, we determined that the pre-class survey results fell within the range of the four fit statistics cutoffs (RMSEA=.056, CFI=.906, TLI=0.900, SRMR=.04). And with slight modification, the post-class survey results did as well (RMSEA=.052, CFI=.914, TLI=.907, and SRMR .058). We also showed that the factor loadings and communalities were statistically significant. By testing the factors in this way, we make a case for the survey to be a valid and reliable instrument in assessing teacher competency, and make a case for thinking of blended teaching competencies in terms of our model. We then tested for measurement invariance, but were unsuccessful in making a case for it. The results of our findings provide teacher educators, teacher candidates, and researchers a new pedagogically-oriented framework and scientifically validated self-survey to use in order to improve and personalize teacher education and professional development for blended settings.