This dissertation has been written in a three-article journal-ready format and centers on competencies for blended teaching in higher education. I use the PRISMA process and thematic coding to analyze 34 articles from 2002 to 2022, highlighting strategic combination, learner-centered approaches, and additional support. I also use the Google Search API and content analysis to suggest that blended, digital, and flexible may be post-secondary institutions' most frequently used terminology to describe contexts incorporating online and in-person components. I also gather qualitative data from interviews with faculty to highlight the context and nuances surrounding blended teaching competencies, including creative innovation, technology skills, flexibility, strategic planning, and engagement creation. This work aims to clarify the trending terms, contexts, and nuances of teaching competencies for blended courses in higher education. It may help researchers and practitioners understand these concepts as evolving from specialized blended teaching competencies to potentially becoming more mainstream teaching competencies.

Im Zeitraum 2007-2008 wurde die vorliegende Fragebogenstudie mit dem Ziel durchgeführt, die Lehrmethoden Vorlesung, Seminar, E-Learning und Blended Learning zu vergleichen und die Akzeptanz der verschiedenen Konzepte durch die Studierende der Zahnmedizin gegenüber zu stellen. Als Lerninhalt diente die kieferorthopädische Profil- und EnFace Analyse. Entsprechende Patientenfälle wurden mit Arbeitsbögen in den Gruppen Vorlesung und Seminar durchgeführt. Eine für diese Arbeit entwickelte Software diente der Fallauswertung in den Gruppen E-Learning und Blended Learning. Ein am Ende der jeweiligen Lehrveranstaltung ausgegebener Fragebogen sollte die Erfahrung der Teilnehmer zur jeweils erlebten Lehrmethode erfassen. Der deskriptive Vergleich der einzelnen Fragebogenitems lässt eine deutliche positivere Einschätzung der Studenten zu Gunsten der Blended Learning Methode erkennen. Die Auswertung der jeweils richtigen Antworten der Profildiagnostik zeigte dagegen kaum Unterschiede in den einzelnen Gruppen.

Since its emergence in the educational context, the blended learning insurgentas a modality with its own identity. According to its evolution, runs through presentiality configured contexts and virtuality. In a first stage, stood as a mixed or combined mode, and then advanced to integration, which resulted in the dilutionof its components. The progressive social changes, technological and cultural towards convergence, today brings a new north-mode, given the confluence of pedagogical and technological mediations in the training process. This position places him in a new trend that more than a possibility, actually represents a more explicable on the future of Blended Learning. / Desde su emergencia en el contexto educativo, el blended learning surge como una modalidad con identidad propia. Conforme a su evolución, discurre por contextos configurados por la presencialidad y virtualidad. En un primer estadio, se situó como una modalidad mixta o de combinación; posteriormente avanzó a una integración que supuso la dilución de sus componentes. La progresiva evolución social, tecnológica y cultural hacia la convergencia aporta, en la actualidad, un nuevo norte a la modalidad dada la confluencia de las mediaciones pedagógicas y tecnológicas en el proceso formativo. Este posicionamiento lo ubica dentro de una nueva tendencia, que más que una posibilidad, representa una realidad más explicable sobre el devenir del blended learning.

This paper presents an advanced – international – blended learning arrangement. It has been developed, implemented and reviewed regularly in the last 4 years at the authors’ institution. Instead of referring solely to traditional classroom teaching, we use and continually refine this arrangement in our every-day formal teaching and learning processes at Technische Universitaet Dresden. By this we take into regard the changes induced by the Bologna Roadmap and try better to support its “new” didactical objectives: more interactive and interdisciplinary modules with focus upon the (practical) integration of professional and methodical responsibility, decision-making and soft skills.

Thesis (Ph.D. Education (Curriculum Studies)) -- University of Limpopo, 2022 / The introduction of technologies in our lifetime necessitates transformation in our lifestyles. This expectation is not an exception to the education system. The curriculum and the ways of teaching and learning are affected the most by new technologies. It is therefore imperative that schools, educational officials and teachers change in tandem with these new technologies. The transitioning to technologies, therefore, tends to make it obligatory for schools, principals, deputy principals, heads of departments and teachers to be competent in these new innovations and the accompanying digital strategies. The aim of this study is to investigate the implementation of blended learning as one of the technological platforms in Sekhukhune District schools in Limpopo Province, South Africa. The study was guided by blending Connected Learning Theory (CLT), Technology Acceptance Model (TAM) and Connectivism Theory (CT) frameworks. The theories assisted in the formulation of research questions which led to the study findings. The research questions of the study included How do teachers perceive the usefulness of blended learning approaches in teaching and learning? How do teachers connect information using technology resources in blended learning? “To what extent do teachers display the necessary skills for successful implementation of blended learning?” What are teachers’ recommendations for the introduction and improvement of blended learning in rural schools? and What are the elements to be considered for the designing of blended learning model? The study used mixed methods research (MMR) to achieve the aim of the study. Convergent parallel design was used to collect, analyse and interpret data. The study was guided by a pragmatic paradigm where 10 schools were purposively sampled for the QUAN strand while 4 schools were purposively sampled for the QUAL strand. The participants of the study comprised x principals, deputy principals and teachers. For the QUAN strand 10 principals, 9 deputy principals, 35 heads of departments and 123 teachers participated while for the AQUAL strand 4 principals, 4 head of departments and 4 teachers took part in the investigation. The total sample for the QUAN was 177 participants and 12 participants for the QUAL strand. A questionnaire was used to collect data in the QUAN strand while for the QUAL strand interviews and document study were used. Data gathered through questionnaires was analysed through the IBM SPSS version 28. Thematic, content and narrative analyses were used to assess data collected from the interviews and document study. The results of the two strands were merged to obtain the final results of the study. The study established that teachers embraced the introduction and implementation of blended learning in schools. However, challenges such as lack of e-technological supply and internet connection; inadequacies in the use of classroom technologies; lack of e-tech policies; lack of teachers’ digital training; insufficient teachers′ technological competencies; and inadequate teacher support in technologies impede the effective implementation of blended learning in Sekhukhune-Limpopo schools. The study therefore recommends that the Limpopo Department of Education (LDE) should prioritise the supply of e-tech in Sekhukhune-Limpopo through fiscal policies. The study further recommends that the Department of Basic Education, through the provincial education departments and districts, train and develop officials and teachers in digital technologies for the successful implementation of blended technologies in teaching and learning. The study also suggested a proposed Blended Learning Model (BLM) which might assist in the implementation of blended learning in schools. Keywords: blended learning, blended learning model, E-Tech, EEducation policy, teachers’ digital framework

Submitted by Silvana Teresinha Dornelles Studzinski (sstudzinski) on 2016-11-01T12:08:09Z No. of bitstreams: 1 Leandro Coimbra da Silva_.pdf: 3140075 bytes, checksum: c4d33da9807ccf22dd0841313010a4d6 (MD5) / Made available in DSpace on 2016-11-01T12:08:09Z (GMT). No. of bitstreams: 1 Leandro Coimbra da Silva_.pdf: 3140075 bytes, checksum: c4d33da9807ccf22dd0841313010a4d6 (MD5) Previous issue date: 2016-02-29 / CAPES - Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / FAPERGS - Fundação de Amparo à Pesquisa do Estado do Rio Grande do Sul / Neste trabalho, pretendo identificar como os alunos de uma turma de 6º ano de uma escola pública de Novo Hamburgo expressam linguisticamente a percepção de sua primeira experiência de produção de textos a partir do Moodle. Assim, busco refletir sobre as implicações de tal percepção para o processo de ensino e aprendizagem visando ao letramento digital. Nesse cenário, então, propusemos cinco aulas em uma turma institucional do Moodle entre junho e julho de 2014. As aulas foram orientadas a partir do programa da Olimpíada Brasileira de Língua Portuguesa e as postagens dos diários do ambiente virtual compõem o nosso corpus de pesquisa. Com isso, busquei construir caminhos para entender a tríade ensino on-line/cibercultura/letramento digital através da fundamentação teórica que parte do Sistema da Avaliatividade (MARTIN; WHITE, 2005) auxiliado pela abordagem da Psicologia Cognitiva (SCHERER, 2005), na intersecção entre letramento digital (SOARES, 2002; COSCARELLI, 2014) e multiletramentos (ROJO, 2009; 2012) e nas problemáticas atinentes à cibercultura/ciberespaço (LÉVY, 1999; LEMOS, 2000-2008). A metodologia de análise está amparada nas categorias conceituais do Sistema de Avaliatividade e nas problemáticas norteadoras trazidas pela tríade em Rojo (2009), Soares (2002, 2003, 2010), Coscarelli e Santos (2007), Coscarelli (2014) Franciosi, Medeiros e Cola (2003), Tori (2009), Lemos (2000), Lévy (1999), Dias (1999), Freitas (2010) e Santaella (2013). Nesse processo, os dados foram organizados a partir da concepção de Grupos de Avaliação (GAs) (WHITELAW, GARG; ARGAMON, 2005), que são grupos coerentes de palavras que expressam em conjunto uma atitude particular. Os resultados mostram a ocorrência de 183 adjetivos distribuídos em 163 GAs, de onde extraímos para reflexão as categorias de análise (1) aula, (2) Moodle, (3) produção, (4) experiência e (5) avaliador. Nossa análise mostra que o Sistema de Avaliatividade é um método eficaz tanto de avaliação do ambiente digital, consolidando-se como lugar de ensino aprendizagem no ensino fundamental, como para o mapeamento do léxico da emoção da faixa etária que compõe o grupo analisado. Mais que isso, mostra a possibilidade de um cenário de satisfação do aluno de ensino fundamental para com o processo de letramento digital a partir do ambiente virtual de aprendizagem / This work aims to identify how students from a 6th grade class at a public school in Novo Hamburgo, Brazil, linguistically express the perception of their first text production experience from Moodle. Thus, I tried to reflect on the implications of this perception to the process of teaching and learning aiming at the digital literacy. In this setting, then, we proposed five classes in a Moodle institutional group from June to July, 2014. The classes were driven from the Brazilian Olympiad of Portuguese Language program, and the daily postings of the virtual environment constitute our research corpus. Having that, I sought to build pathways to understand the triad on-line teaching/cyberculture/digital literacy through a theoretical background which considers the Appraisal Theory (MARTIN; WHITE, 2005) aided by the approach of Cognitive Psychology (SCHERER, 2005), at the intersection between digital literacy (SOARES, 2002; COSCARELLI, 2014) and multiliteracies (ROJO, 2009; 2012), and the issues relating to cyberculture/cyberspace (LÉVY, 1999; LEMOS, 2000-2008). The analysis methodology is supported on the conceptual categories of the Appraisal Theory and on the guiding questions brought by the triad at Rojo (2009), Soares (2002, 2003, 2010), Coscarelli and Santos (2007), Coscarelli (2014) Franciosi, Medeiros and Cola (2003), Tori (2009), Lemos (2000), Lévy (1999), Dias (1999), Freitas (2010) and Santaella (2013). In this process, data is organized from the Appraisal Groups (AGs) design (WHITELAW, GARG; ARGAMON, 2005), which are coherent groups of words that together express a particular attitude. The results show the occurrence of 183 adjectives distributed in 163 AGs, from which we extract to reflect the categories of analysis (1) class, (2) Moodle, (3) production, (4) experience and (5) evaluator. Our analysis shows that the Appraisal Theory is an effective method both to evaluate the digital environment, consolidating its position as a teaching-learning place in primary education, and for the emotion lexical mapping of the age group that constitutes the analyzed group. Moreover, it shows the possibility of a satisfaction setting of an elementary school student to the process of digital literacy from the virtual learning environment.

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No description available.

Portable and interactive technologies are changing the nature of collaborative learning practices. Learning can now occur both in and beyond the classroom and furthermore combine formal and informal activities monitored and orchestrated across spatial locations. This rises to a new type of orchestrated learning that we term Computer Supported Collaborative Blended Learning (CSCBL) scripts. This thesis investigates the challenges associated with the design of CSCBL scripts and with the technologies responsible for their enactment. Three contributions are presented. First, a conceptual model that combines 4 factors to be considered in the design of CSCBL scripts. Second, technological solutions operationalizing the aforementioned factors are proposed and evaluated through synthetic experiences. And third, four CSCBL experiments using 4SPPIces. These experiments are analyzed into two interrelated multicase case studies, whose cross-analyzed results provide an evaluation of the model, of the operationalization solutions supporting the enactment of the involved CSCBL scripts and of the educational value of the experiences themselves. / La introducción de tecnologías interactivas y móviles está produciendo un cambio significativo en la naturaleza de las prácticas educativas. Actualmente, el aprendizaje mediante colaboración se puede dar en situaciones en que secuencias de actividades formales e informales dentro y fuera del aula se combinan e integran de forma coordinada. Esto da lugar a un nuevo tipo de actividades de colaboración orquestadas en entornos mezclados que llamaremos guiones CSCBL (de su acrónimo en inglés). Esta tesis investiga los retos relacionados con diseño de los guiones CSCBL y de la selección apropiada de la tecnología para su puesta en marcha. De este trabajo de investigación se derivan tres contribuciones principales. Primero, se propone un modelo conceptual que combina 4 factores a tener en cuenta en el diseño de guiones CSCBL. Segundo, se proponen un conjunto de soluciones tecnológicas para dar soporte computacional a los diferentes factores del modelo y dar apoyo a la puesta en marcha de guiones CSCBL. Cada una de estas soluciones se evalúa mediante experimentos sintéticos. Finalmente, esta tesis presenta tres experimentos en que se usa el modelo para proponer actividades de colaboración en entornos mezclados y aplicarlas en entornos reales. Estos experimentos han sido evaluados mediante dos estudios múltiples de casos. El análisis cruzado de los resultados de los casos englobados en cada estudio ofrece una evaluación de la utilidad del modelo y de las soluciones tecnológicas adoptadas para su puesta en marcha.

302 f. / Submitted by Suelen Reis (suziy.ellen@gmail.com) on 2013-04-29T17:50:39Z No. of bitstreams: 1 Tese - Antonio Cardoso.pdf: 4362473 bytes, checksum: 36135e27a3f35c3350bdfd333feec8b1 (MD5) / Approved for entry into archive by Maria Auxiliadora Lopes(silopes@ufba.br) on 2013-05-17T18:40:35Z (GMT) No. of bitstreams: 1 Tese - Antonio Cardoso.pdf: 4362473 bytes, checksum: 36135e27a3f35c3350bdfd333feec8b1 (MD5) / Made available in DSpace on 2013-05-17T18:40:35Z (GMT). No. of bitstreams: 1 Tese - Antonio Cardoso.pdf: 4362473 bytes, checksum: 36135e27a3f35c3350bdfd333feec8b1 (MD5) Previous issue date: 2010 / No âmbito da Educação a Distância, os Ambientes Virtuais de Aprendizagem na Web ganham importância crescente. Alguns deles com grande impacto de público, em diferentes instituições de ensino tanto públicas e quanto particulares. Por mais paradoxal que seja, este fenômeno amplo e global abre espaço para o despertar de pequenas soluções similares que buscam atender a necessidades particulares de ensino e aprendizagem on-line de grupos locais. Neste universo em expansão, este trabalho descreve primariamente a trajetória de elaboração, construção e adaptação de um Ambiente Virtual de Aprendizagem na Web chamado Hospital Educacional, que nasceu a partir do desenvolvimento de uma solução de software baseada em ferramentas de Inteligência Artificial e aplicada com uma interface lúdica. Ele tem sido aplicado ininterruptamente em disciplinas de cursos de graduação presencial desde 2006-1, com uma proposta blended learning, haurindo benefícios de uma aprendizagem presencial e à distância. O cerne da prática pedagógica neste trabalho tem como objetivo específico promover o relacionamento aluno-aluno para a construção e difusão do conhecimento de maneira virtual e colaborativa sob mediação do professor. Como objetivo geral, este trabalho busca demonstrar o Hospital Educacional como um ambiente mediador de aprendizagem, que estimula o processo de ensino-aprendizagem e a participação dos alunos. A abordagem metodológica da pesquisa é a Fenomenológica-Hermenêutica, pois se busca compreender o uso deste ambiente de aprendizagem no contexto em que está inserido, através dos atores que o faz acontecer: o professor e os alunos. Como justificativa para execução deste trabalho, enumera-se a perspectiva de construir o conhecimento concebido pelos alunos, armazenando-o virtualmente no ambiente para ser a base de outras oportunidades de aprendizagem, através do uso de Objetos de Aprendizagem Reutilizáveis e, como segunda justificativa, possibilitar resgatar este conhecimento armazenado no ambiente para reconstruí-lo. São empregadas técnicas de pesquisa como Questionários, Entrevistas e Análise de documentos que, somados aos dados decorrentes das ações executadas pelos alunos no ambiente, auxiliam a compreender o uso do Hospital Educacional como um recurso de aprendizagem. Por meio destas técnicas de pesquisa, os resultados observados mostram um elevado nível de participação dos alunos, que aceitam entusiasticamente o ambiente e a sua proposta pedagógica. Estes resultados são expostos em forma de gráficos diversos e de um mosaico, construído a partir dos comentários dos alunos. / Salvador