In der Pflegeausbildung in Deutschland steht die Lehr- und Lernforschung zum Blended Learning noch am Anfang. Unter der Prämisse, Entwicklung und Forschung miteinander zu verbinden, hatte die Forschungsarbeit das Ziel, eine mediengestützte, problemorientierte Lernumgebung zu entwickeln und deren Implementierung aus Sicht der Lernenden zu evaluieren. Die mediengestützten, problemorientierten Lerneinheiten wurden im Herbst 2005 und Frühjahr 2006 durchgeführt und durch zwei Erhebungen begleitet. 49 Lernende der Gesundheits- und Krankenpflege nahmen an zwei Schulstandorten daran teil. Die Datenerhebungen erfolgten über zwei Fragebögen, welche sowohl die Lernvoraussetzung als auch die Akzeptanz und die Selbsteinschätzung des Lernprozesses erfassten. Zur Erfassung der erworbenen Fachkompetenz wurden fallbasierte, schriftliche Lernerfolgskontrollen mit jeweils 19 Fragen eingesetzt und Gruppenpräsentationen bewertet. Die statistische Auswertung der Daten erfolgte mittels deskriptiver und analytischer Verfahren. Die Ergebnisse der Untersuchung 1 verwiesen auf eine gute Balance zwischen Selbststeuerung und Fremdunterstützung, was sich sowohl in der Akzeptanz als auch in der hohen Zufriedenheit bei der Arbeit in den POL-Tutorien und während der Selbstlernphasen widerspiegelte. Die Methodentrainings im Vorfeld hatten einen positiven Einfluss auf die Akzeptanz der neuen Lernumgebung. Außerdem erwies sich die Internetzugänglichkeit von zu Hause als akzeptanzfördernd. Besonders die praxisrelevanten Lernfälle und der Wechsel zwischen den Sozialformen (Gruppenarbeit und individuelles, medienunterstütztes Lernen) weckte Interesse und motivierte zum Weiterlernen. Trotz der Integration selbstgesteuerter Lernphasen blieb der Lernerfolg nicht aus. Die Reduzierung der webbasierten Lernmaterialien führte in Untersuchung 2 zu schlechteren Befragungs- und Testergebnissen als in Untersuchung 1.

Higher education institutions in Barbados have introduced blended learning as a strategy to improve students' academic performance and achievement. Despite the implementation of blended learning, the poor student performance and outcomes persist. The purpose of this qualitative case study was to explore how teaching processes and practices at the institution have influenced blended learning to improve student achievement. A social constructivist framework was used to guide the study. The research question addressed the practices and processes used by teachers to increase student learning and performance in a blended learning environment. Data collection involved semistructured interviews with 6 teachers from the study site. Lean coding analysis yielded 4 themes: student engagement, student success, pedagogical and technological challenges, and teacher professional development. Findings were used to create a teacher professional development program for local stakeholders with an emphasis on pedagogical best practices and processes for creating and sustaining an effective blended learning environment. Findings may be used to improve student engagement and academic success at the study site.

Instructors at a U.S. Military School transitioned traditional courses used for professional development (PD) of military and civilian personnel to fully online and hybrid formats that combine online and face-to-face instruction. No evaluation of student satisfaction or instructor experiences during the transition has been conducted. The purpose of this sequential mixed methods summative program evaluation was to evaluate hybrid and online delivery of 2 PD courses by analyzing student satisfaction data and instructor experiences. This study was grounded in Knowles, Holton, and Swanson's adult learning theory and Anderson's and Salmon's online learning theories. Data from 96 course evaluations from students who completed traditional, online, and hybrid versions of the PD courses, and interviews with 4 instructors who taught the courses were analyzed. Kruskal-Wallis analyses of variance tests were used to examine student satisfaction ratings for significant differences. Student satisfaction narrative and instructor interview data were analyzed using thematic analysis and axial coding to find themes. There were no significant differences in student satisfaction ratings among course delivery methods. The courses were not relevant to jobs, contained little interaction, and identified technology challenges as common themes in the student comments and the instructor interviews. Based on the findings of this study, an evaluation report was drafted with recommendations to incorporate job-related activities, interactive teaching strategies, and technology orientation sessions for future course transitions. This endeavor may contribute to positive social change by informing military officials and faculty to guide future course transitions from traditional to online and hybrid delivery.

Since the inception of the hybrid instruction model at a career college in the western United States, there has not been an exploration of faculty members' understanding of hybrid instruction. Therefore, campus administrators do not have a clear understanding of the faculty perception of teaching in a hybrid learning environment. Using Bandura's social cognitive theory, this qualitative narrative inquiry study was conducted to explore faculty self-efficacy instructing in a hybrid learning environment at the career college. A purposeful sampling method was used to select 9 faculty who have taught less than 2 hybrid learning courses and attended the college professional development. In-depth semiformal interviews captured the data for this narrative inquiry. Data analysis was rooted in a 6-part Labovian model that captured the full story of the participants. Thematic analysis of data followed an inductive and interpretive approach to identify categories and 4 themes: discussion teaching, classroom environment, anchored by adult learning strategies, and self-reliance. The emerged themes provided the direction to increase faculty self-efficacy instructing in a hybrid learning environment. The resulting project was a 3-day professional development program with training in; discussion teaching; classroom environment; and adult learning strategies. The theme of self-reliance was the thread that linked all sessions of the professional development program together. This study may contribute to positive social change through the implementation of a professional development program leading to increased faculty self-efficacy instructing in a hybrid learning environment at a career college.

京都大学 / 0048 / 新制・課程博士 / 博士(人間・環境学) / 甲第19081号 / 人博第734号 / 新制||人||176(附属図書館) / 26||人博||734(吉田南総合図書館) / 32032 / 京都大学大学院人間・環境学研究科共生人間学専攻 / (主査)教授 壇辻 正剛, 教授 東郷 雄二, 教授 齋藤 治之, 教授 服部 文昭 / 学位規則第4条第1項該当 / Doctor of Human and Environmental Studies / Kyoto University / DGAM

This case study focused on the understandings of the administration and teaching staff with regard to the implementation and student academic growth of the B-L Upward program. The understandings were formed from data collected through structured, face-to-face interviews. The questioning of the staff members assisted in determining an understanding of the instructional model of the B-L Upward program. The experimental nature of the B-L Upward program allowed students, primarily those graduating from eighth grade and heading into high school, to choose an alternative to the traditional secondary learning environment. The current case study is an examination of the B-L Upward program through the interview process involving the administrative and teaching staff with regard to program implementation and student academic growth. Four members of the administrative staff directly responsible for the management of the B-L Upward program and eight members of the teaching staff currently employed at the school were interviewed regarding their understandings of the BLU program. The case study approach provides a detailed picture of the understandings of these staff members. Recommendations for practice and for the continuation of further research were included at the study’s conclusion.

Students with emotional or behavioral disorders (EBD) are more likely than other students with disabilities to drop out of school (Blackorby & Wagner, 1996) and suffer societal consequences that include higher probabilities and rates of incarceration, poverty, drug abuse, homelessness, low wages, and unemployment (Bradley, Doolittle, & Bartolotta, 2008; Wagner, 1995). High school graduation is a critical factor to improve post-secondary outcomes for students with EBD; yet it is often mathematics, specifically algebra, that stands in the way of graduation (Blackorby & Wagner). Students with EBD often enter middle school lacking foundational mathematics skills, such as fractions, which sets them up to struggle with pre-algebra and ultimately fail algebra (U.S. Department of Education, 2008). The purpose of this study was to improve the ability of middle school students with EBD to access online grade-level mathematics content by providing fraction remediation to improve conceptual fraction knowledge and procedural fluency. The intervention consisted of Initial Fraction Ideas, an intervention curriculum from the Rational Number Project (RNP; Cramer, Behr, Post, & Lesh, 2009), in conjunction with three online virtual manipulatives (VM). The unique blended learning environment of this study provided the opportunity to evaluate the use of an evidence-based fraction intervention, in conjunction with VMs, in a single subject, multiple baseline across subjects design. Fluency data was gathered from daily fraction addition assessments (FAA) administered after each intervention session. A second component of the study featured a non-experimental repeated measures design that assessed student conceptual understanding of fraction equivalency through the administration of pre, post, and delayed-post Equivalent Fraction Tests (EFT). The intervention was effective in producing increases in median group fluency with high effect sizes, across three replications, establishing a functional relationship between the intervention and the dependent variable for these groups of students with EBD. In addition, all groups posted mean gains in equivalent fraction knowledge from pre to post-EFT, and maintained those gains for at least 15 days after the intervention concluded.

This dissertation in practice was designed to provide an evaluation case study of two institutions, one college and one university, in the field of online learning and quality assurance. The writer evaluated these two institutions of higher learning to discover what online teaching criteria are required and what quality assurance processes are being used to assess the quality of the institutions* online courses. An analysis of the data revealed that both institutions were at the appropriate stage of development, support, training and quality assurance measures for their sizes, online populations and for the length of time they have been involved in online learning. Findings revealed that both institutions had a quality assurance process in place that is appropriate to their location, population and faculty. There is much to be learned by examining the two different credentialing and quality assurance approaches to online teaching and learning that these two different institutions employ for anyone interested in improving their institutions* processes.

Inom den högre utbildningen är det fortfarande vanligt att använda traditionella undervisningsmetoder även om det finns andra metoder som går att tillämpa. En faktor som påverkar införandet av nya metoder är digitaliseringen. Många lärosäten använder sig idag av en digital plattform för undervisningen, ibland också flera stycken olika plattformar och där dessa då kräver en teknisk kompetens för att kunna användas på ett bra sätt i undervisningen. Speciellt är kurser inom datalogi som har goda förutsättningar för att kunna nyttja nyare metoder. Dock kräver detta kunskap i metoden, hur de tekniska hjälpmedlen går att tillämpa för kursens ändamål och att man vågar pröva nya metoder i kurser. Målet med denna studie är hitta nya sätt som kan mäta en undervisningsmodells effektivitet. Lösningen kommer att bestå i att undersöka existerande forskning inom området, specifikt implementation av metoden, vad gav metod för effekt och hur denna effekt har mätts. Av den existerande forskningen pekar på att detta är en svår fråga att analysera, det är många faktorer som vi behöver ta i anspråk för att kunna komma till konsensus i hur den potentiella lösningen bör skapas. Den gemensamma faktorn är att det finns en positiv inverkan på studenternas resultat baserat på att det har införts en ny undervisningsmodell. Det vi kom fram till är att skapa en mätmetod som använder studenternas lösningar för befintliga uppgifterna i kursen, genom att vi fick göra ett antal antaganden för de problem som ansågs kunna påverka mätmetoden. Av detta kunde vi sedan dra slutsatser av metodens effektivitet. / In higher education, it is still common to use traditional teaching methods, although there are other methods that can be applied. One factor influencing the introduction of new methods is digitalization. Many higher education institutions today use a digital platform for teaching, sometimes also several different platforms and where these then require a technical competence to be used in a good way in teaching. Especially are courses in computer science that have good conditions for being able to use newer methods. However, this requires knowledge of the method, how the technical aids can be applied for the purpose of the course and that you dare to try new methods in courses. The goal of this study is to find new ways that can measure the effectiveness of a teaching model. The solution will consist of investigating existing research in the area, specifically implementation of the method, what gave method for effect and how this effect has been measured. From the existing research indicates that this is a difficult issue to analyze, there are many factors that we need to take into account in order to be able to come to a consensus on how the potential solution should be created. The common factor is that there is a positive impact on student outcomes based on the introduction of a new teaching model. What we came up with is to create a measurement method that uses the students’ solutions for existing tasks in the course, by making several assumptions for the problems that were considered to affect the measurement method. From this we were then able to draw conclusions from the effectiveness of the method

School librarians create an atmosphere where learners feel empowered. Moreover, school library programming should support diversity, equity, and inclusive learning opportunities to facilitate student success. Thus, school librarians are expected to model and advocate for equitable learning spaces while considering the universal design for learning approach to improving accessibility, utilization, and relevance for all library patrons. Although it has been established that school library standards support diversity, equity, and inclusion (DEI), more is needed to know about the impact of a crisis on school library programming and services. In addition, extensive research has not been conducted to determine school librarians' responsiveness and strategies to provide services for their school communities during disruptive times. This study examines school librarians' perceptions of the opportunities and challenges encountered while endeavoring to engage in DEI practices during crises.