This study investigated the effect of a blended-learning approach in the learning of problem-solving skills in a first-level distance education physics module. A problem-solving type of instruction with explicit teaching of a problem-solving strategy was implemented in the module, which was presented through correspondence, online using an in-house learning management system as well as two face-to- face discussion classes. The study used the ex post facto research design with stratified sampling to investigate the possible cause-effect relationship between the blended-learning approach and the problem-solving performance. The number of problems attempted, the mean frequency of using strategy in problem solving and the achievement marks of the three strata were compared using inferential statistics. The finding of the study indicated that the blended-learning approach had no statistically significant effect in the learning of problem-solving skills in a distance education module. / Educational Studies / M. Ed. (Open and Distance Learning)

The progress of blended learning has given rise to the need to prepare quality electronic materials, especially those which use the greatest advantage of an electronic document – its interactivity. This paper presents several types of PDF materials – interactive exercises, tests and games created by LaTeX packages (AcroTeX eDucation Bundle) with a contribution of other supporting instruments (3D graphics, fancytooltips, AcroFLeX). Differential equations, as an important tool of continuous mathematical modeling, have been chosen to demonstrate the still increasing power of PDF documents. This strategy allowed me to introduce innovative approaches in explaining and exercising this part of mathematics at the same time. To create such materials some LaTeX knowledge is needed; nevertheless this article is for all math teachers who are looking for quality interactive materials.

The paper analyzes the potential and possibilities of mixed learning as a didactic means of implementing the transition to an integrated learning model involving information and educational environments and resources. The existing models of mixed learning are described, the aspects of effective use and integration of information and educational environments in the educational process of the College are identified. The structure of the information and educational environment of the SPO teacher and the content of methodological support for the implementation of mixed learning in the SPO system are presented. / В работе анализируется потенциал и возможности смешанного обучения как дидактического средства реализации перехода к интегрированной модели обучения с привлечением информационно-образовательных сред и ресурсов. Описаны существующие модели смешанного обучения, выявляются аспекты эффективного использования и интеграции информационно- образовательных сред в образовательном процессе колледжа. Представлена структура информационно-образовательной среды преподавателя СПО и содержание методического сопровождения реализации смешанного обучения в системе СПО.

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Doctor of Philosophy / Curriculum and Instruction / Rosemary Talab / The purpose of this study was to examine student motivation in a blended learning digital literacy course and its relation to student characteristics. The study consisted of 136 student participants enrolled in a blended learning digital literacy course at a Midwestern university. The Keller ARCS Motivation Model was the theoretical framework. The Course Interest Survey was used in the study, which was designed to measure motivation using Keller ARCS categories. Data was collected through the Course Interest Survey to voluntary student participants and through data obtained from the research setting. The study examined the following research questions: Research Question 1: Do statistically significant relationships exist between non-performance student characteristics and the Keller ARCS Course Interest Survey student motivation scores in a blended digital literacy course? Research Question 2: Do statistically significant relationships exist between pre-course performance student characteristics and the Keller ARCS Course Interest Survey scores in a blended digital literacy course? Research Question 3: Do statistically significant relationships exist between post-course performance student characteristics and the Keller ARCS Course Interest Survey student motivation scores in a blended digital literacy course? To examine these relationships, the study utilized MANOVAs to analyze the student characteristics on the four categories of the Keller ARCS Motivation Model. One significant relationship was found for Confidence within Academic Rank (p < .05), between Seniors and Freshmen. Seniors reported a .4799 higher Confidence score, on average, than Freshmen. Other characteristics did not have significant relationships. The mean change in pretest and posttest scores in digital literacy on the ALTSA assessment was 6.64. Recommendations for the research setting included the use of student focus groups to better understand and increase Freshmen confidence and the Freshmen experience, a review of course design and delivery methods, an exploration of variations of blended learning models, an examination of current test-out procedures, and adjustment of the scale used in this study to provide a wider range of motivation responses. Recommendations for future studies included a qualitative study of student performance characteristics, a mixed methods study of different learning models for course delivery, and an exploratory study aimed at expanding student characteristics.

Thesis (MPhil (Modern Foreign Languages))--Stellenbosch University, 2008. / It is widely recognized that learning to read is one of the most crucial learning processes in which children are involved at primary school. However, becoming a proficient reader is not equally easy for all learners. When it comes to the development of reading comprehension many children appear to have persistent problems. In order to meet the reading needs of students in the 21st century, educators are pressed to develop effective instructional means for teaching strategies to improve reading comprehension. The ability to read academic texts is considered one of the most crucial skills that students of English as a Second Language need to acquire. Reading comprehension has become the “essence of reading” (Dreyer & Nel, 2003:349). Literacy, and more specifically reading, is one of many areas where research has provided evidence of the potential impact of technology such as multimedia and hypermedia. If one looks broadly at the issue of technology and literacy, one of the more rewarding issues for educators is the role of technology in literacy acquisition and instruction, especially for primary grade learners (Pearson et al, 2005:3). This study aims to support the growing trend of an increasingly “paired” literacy, namely that of general literacy and computer (or technological) literacy. The study proposes that through implementing an overall blended-learning methodology for teaching learners how to use reading strategies, it will be possible to improve learners’ general reading comprehension levels.

Thesis (MA)--Stellenbosch University, 2015 / ENGLISH ABSTRACT : The use of technology in teaching is often seen as a deus ex machina. Teachers and parents are quick to identify that the best way to improve teaching is the implementation of technology, by means of a Blended Learning approach. However, little thought is given to the practical considerations of this statement. Reflection on whether the Blended Learning approach can be implemented in the already established teaching practice or whether this necessitates a complete change in teaching methods rarely happens. This study aims to determine whether the incorporation of certain aspects of Blended Learning into an already existing teaching methodology results in a significant change in learners’ German performance. Grade 8 beginner German learners took part in this study during the third term of 2014. Two groups were identified: an experimental group and a control group. The experimental group did all homework assignments on the available online learning platform, Moodle, while the control group did homework assignments in the conventional way – on paper. At the end of the third term, learners’ examination results were compared to the results of the examination of the second term. The changes in the results of the two groups were compared to determine whether one group manifested a significantly greater change in results than the other. The outcome of the study is that incorporating only elements of a Blended Learning approach into an already existing teaching system, while keeping the methods of instruction constant and only changing the medium of homework delivery, does not have a significant influence on learners’ performance in German. / AFRIKAANSE OPSOMMING : Geen Afrikaanse opsomming beskikbaar nie. / rs201508

La recherche que nous avons menée concerne l'articulation entre les dispositifs de formation en autonomie accompagnée et les conditions nécessaires aux étudiants LANSAD d'un niveau A2/B1 en anglais en première année à l'université pour rendre une expérience d'apprentissage potentiellement favorable à l'acquisition. Elle vise à les aider à retrouver "le bonheur" d'une formation en anglais et à opérer une rationalisation professionnelle qui tienne compte à la fois des besoins spécifiques des étudiants, des difficultés organisationnelles et des exigences de l'institution. Nous avons émis l'hypothèse selon laquelles un dispositif hybride de formation en autonomie accompagnée pouvait être accessible à des étudiants de niveau A2/B1 en anglais au même titre qu'à des étudiants de niveaux supérieurs, et pouvait mener à une formation "de qualité" si l'accompagnement proposé permettait l'aménagement de situations et de contextes entrant "en résonance" avec les dispositions des apprenants. Dans le cadre d'une recherche-Action en trois phases et à partir d'analyses qualitatives puis quantitatives, nous nous proposons, dans une première phase, d'identifier un certain nombre de variables qui favorisent ou bloquent le processus d'autonomisation pour ces étudiants. Ensuite, lors d'une deuxième phase, nous développons un dispositif qui tient compte de ces facteurs. Après une évaluation, nous proposons dans la phase trois une adaptation de la formation pour un plus grand nombre d'étudiants, et conformément au rôle de la recherche-Action nous mesurons la portée et les limites du dispositif et de son transfert vis-À-Vis de l'objectif fixé. Cela nous conduit à de nouvelles propositions. / The research that we have carried out concerns the link between a language learning self-Study environment and the conditions under which ESP first year university French students with an A2/B1 level of English are liable to improve acquisition. Its aim is to help them to "enjoy" learning English and operate a professional rationalization which takes into account the students specific needs, organizational difficulties and the institutions requirements. Our hypothesis is that a "blended" self-Learning environment can provide good quality language training and be accessible to these students, just as it is to be higher level students, if the support coincides with their sate of minds. The research-Action in three parts, based on qualitative and then quantitative data, begins with the identification of a certain amount of variables which favour or block the autonomisation process for these students. Then in the second part, a system is developped which takes these factors into account. After evaluation, in the third part, the transformations are adapted to accomodate a much larger number of students. In keeping with the action-Research cycles, suggestions to improve the environment developed are finally made.

Orientador: Raquel Gomes de Oliveira / Resumo: A presente pesquisa de Mestrado pertence à linha de pesquisa "Processos formativos, ensino e aprendizagem" do Programa de Pós-Graduação em Educação da FCT/Unesp. O ensino híbrido é uma abordagem pedagógica que combina atividades presenciais e atividades realizadas online por meio das Tecnologias Digitais de Informação e Comunicação (TDIC). Compreender quais são os saberes (conhecimentos, competências e habilidades) que os docentes utilizam quando há a integração entre o ensino presencial e online é fundamental para identificar as demandas em relação ao processo formativo docente. O ensino híbrido em uma perspectiva de metodologias ativas de aprendizagem altera o papel do professor de um transmissor de informações para um mediador/orientador do processo de ensino e aprendizagem, e os estudantes tornam-se ativos durante sua aprendizagem. Nessa perspectiva, esta pesquisa buscará responder à seguinte questão: Como o ensino híbrido pode ser desenvolvido em uma perspectiva de metodologias ativas de aprendizagem e a partir da base TPACK? A partir do referencial teórico TPACK, que articula os três tipos de conhecimentos: o conhecimento pedagógico, o conhecimento de conteúdo e o conhecimento tecnológico, este estudo investigou em uma Instituição de Ensino Superior privada, localizada em Presidente Prudente - SP, as disciplinas a distância ofertadas nos cursos de graduação presencial, que desenvolveram o ensino híbrido em um contexto em que se estimula o uso de metodologias ativas de a... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: This study bound to the research line of "Practices and Formative Processes in Education" of the postgraduate program in Education of FCT/UNESP. Blended learning is an approach to education that combines online educational materials and opportunities for interaction online with traditional face-to-face methods. Understanding what the knowledge are (knowledge, skills and abilities) that teachers use when there is the integration between face-to-face and online teaching is essential to identify teacher training demands. Blended Learning for active learning context changes the role of the teacher from an information transmitter to a teaching mediator/mentor, and students have more flexible and personalized pathways becoming active during their learning. This research which aims answer the question: How can Blended Learning be developed in the context of active learning and based on TPACK? Given this theoretical framework that articulates the three types of knowledge: pedagogical knowledge, content knowledge and technological knowledge. This study investigated in a non-public higher education institution, located in Presidente Prudente - SP, the Distance Education subjects offered in the presential undergraduate courses, which developed blended learning and active learning methodologies. Therefore, this research has a qualitative approach, with data obtained from the researcher's contact with the research question. Specifically, the research uses assumptions of an exploratory res... (Complete abstract click electronic access below) / Mestre

A research project submitted in partial fulfillment of the requirements for the degree of MA in Social and Psychological Research in the Faculty of Humanities, University of the Witwatersrand, Johannesburg. 2016 / The use of various information technologies in education is becoming more prevalent due to the fact that they are thought to have several advantages over traditional pen and paper as well as the fact that they are seen as a means to decrease the digital divide and ensure equal access to educational resources. In South Africa, initiatives such as the Smart Schools program aim to make schools paperless in the near future through the use of smartboards and tablets. With such emphasis on the success of the integration of educational technology it is imperative that we understand the factors which influence this process. Current research points to the idea that the mere provision of educational technology is not sufficient to garner success and that there are also intrinsic factors which need to be considered when integrating educational technology. This study follows on from this premise of intrinsic factors in that it investigates learner attitudes towards tablet usage in a blended learning environment. An extended version of the Technology Acceptance Model which posits that perceived usefulness, perceived ease of use and perceived enjoyability are the factors which need to be taken into account when exploring learner attitudes is used as the theoretical basis for this study. Other factors which are thought to influence attitudes as well as the success of tablet integration (as measured by learner achievement) are learning style preferences, motivation as well as access to various form of technology and thus familiarity with such technology. These factors were also explored through this research. Access to technology, learning style preference and motivation as predictors of overall attitudes and the three components of attitudes were thus explored. This study further investigated whether attitudes (and the three components of attitudes), learning style preferences or learner motivation best predicted academic achievement. The sample consisted of 276 learners from one independent and one public school in Johannesburg where tablets had already been introduced into the learning environment. A questionnaire consisting of an Attitudes Towards Tablet Usage Scale, a Learning Styles Scale, a Motivation Scale and an Access Scale was used. The results of this study indicated that overall attitudes towards tablet usage were relatively positive. The most positive component was perceived ease of use followed by perceived usefulness and then perceived enjoyability. Attitudes towards ECT (and the three components) were influenced by learning style preferences, motivation and access to technology while learner achievement was influenced by learner attitudes as well as learning style preferences. This provides valuable insights into the tablet integration process in that we conclude that tablet provision, while necessary, is not sufficient for the successful integration of tablets and subsequent reduction in the digital divide. / GR2017