Since culturally diverse people need to collaborate in the 21st century, Higher Education adopted global citizenship education (GCE) to promote a cosmopolitan mindset. Learners in the digital era can use various modes of communication, exerting individual agency so that learners can construct global minds through their communication experiences. Blended learning based on learner-centered knowledge construction may provide extended spaces where learners can shape a personally trusted and collectively consensual vision of the global mind. A qualitative evaluation case study explored learners' perception shifts regarding autonomous identity formations and confidence-trust-building in a blended course under GCE. Due to the Covid-19 pandemic, semi-structured in-depth online interviews and document analyses on the archive data were adopted to triangulate learners' perceptions and instructors' observations. Findings showed that individuals could shape their global citizen identities through a performative loop of reflection and interaction provided via a blended format. The participants' comfort zone levels influenced different identity formation paths. However, their goals, in the end, were aligned under the idea of engaging in local community activities through lifelong commitment. Intrapersonal and interactional forms of communication solidified self-confidence and collective trust through synergically linked blended learning activities. Overall, global citizen identities have gradually evolved while self-confidence and trust in others have gradually increased through different communication steps. The significance of the study lies in reinforcing the results of prior research about performativity-oriented GCE through a community of people practicing in blended learning environments. Members' hands-on activities while building self-confidence and collective trust through communication helped them shape their collective identity. In these processes, individuals' intrapersonal communication seemed to play an insightful role in effectively connecting reflective and interactive activities. Enhanced credibility by replicating this GCE model in future studies will ensure various organizations and institutions adopt it to shape their members' global visions and build group cohesion.

The purpose of this study was to examine the impact of problem-based learning, blended problem-based learning, and traditional lecture teaching methods on students’ academic achievement and self-regulation. Specifically, student’s motivation orientation, use of learning strategies, and critical thinking dispositions were assessed. The research design for this study was a quasi-experimental pretest/posttest design. There were 90 undergraduate education majors who participated in the study. There were 29 students who participated in the problem-based learning group, 30 students participated in the blended problem based learning group, 31 students participated in the traditional group. Convenience sampling was used for this study. The findings in this study indicated that the students who were taught via the blended problem based learning teaching methodology scored significantly higher on the comprehensive exam for academic achievement and subcategories of the Motivated Strategies for Learning Questionnaire than the problem based learning and the traditional lecture group. There were no significant differences between groups for critical thinking dispositions on the California Critical Thinking Dispositions Inventory. Overall, the blended problem based learning teaching methodology did have a significantly positive impact on students’ academic achievement and self-regulation skills.

No description available.

No description available.

No description available.

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 contemporary classroom currently faces an evolving world of computer based training, online courses, instructor-led learning and several blended approaches in-between. With the increased presence of computers and communication in every facet of students' lives, students have changed to adapt to the continuous presence of technology in their daily lives. These recent rapid developments have changed the relationship between technology and communication. Indeed, communication and technology have become linked to such a degree that it is difficult to differentiate one from the other, thereby altering our rhetorical situation as instructors. Instructors can no longer deny the presence of technology in the contemporary classroom, much less in the contemporary composition classroom. This case study serves as a post-modern analysis of the technology based blended classroom. A gap exists between what online learning is (being) today and what it is (becoming) tomorrow. This dissertation explores the gap by examining two rich data sources: online visitor navigational patterns and instructor interviews. The fundamental ideas that this text explores are the following: - Web server logs and PHP logs can be analyzed to yield relevant information that assists in the design, architecture, and administration of online and blended learning courses. - Technology in the writing classroom does not necessarily solve traditional problems associated with the composition classroom. Technology is a tool, not a solution. - Technology has changed the rhetorical situation of the composition classroom. As a result, instructors must adapt to the changed rhetorical environment. Via this study, readers will hopefully gain a better understanding of the relatively unexplored margins between instruction, composition and technology paradigms. Instructors, trainers, technical writers, pedagogues, industry and academia alike must step forward to research technology-assisted pedagogy so that they can de-privilege the paradigms that position technology itself as a solution, and move forward toward realistic and real-world expectations for instructors in technology mediated learning environments.

Submitted by Silvana Teresinha Dornelles Studzinski (sstudzinski) on 2017-03-16T16:32:31Z No. of bitstreams: 1 Letícia Pires D’Andrea_.pdf: 3624780 bytes, checksum: 27a9f92bc4151cac0aaff7f9d441fce5 (MD5) / Made available in DSpace on 2017-03-16T16:32:31Z (GMT). No. of bitstreams: 1 Letícia Pires D’Andrea_.pdf: 3624780 bytes, checksum: 27a9f92bc4151cac0aaff7f9d441fce5 (MD5) Previous issue date: 2017-01-11 / Nenhuma / Esta pesquisa de doutorado sobre o ensino de língua estrangeira para fins específicos (LINFE) examina a perspectiva êmica do aprendizado a partir de tarefas colaborativas em um contexto de Blended Learning (BL). Para embasar essa pesquisa, adotamos a perspectiva da teoria sociocultural (TSC), concebendo o aprendizado de língua como resultado da mediação e interação social entre os indivíduos, artefatos e língua (VYGOTSKY, 1978,1986; JOHNSON 2009; LANTOLF, 2001). Esta pesquisa se constituiu como uma pesquisa-ação e, a partir da sugestão de tarefas colaborativas e aplicação destas com alunos de uma disciplina de inglês para fins específicos, buscou trazer alternativas de ensino de LINFE com sugestões de tarefas colaborativas e examinou a perspectiva dos próprios estudantes sobre seu processo de aprendizagem. A partir de nosso embasamento teórico, cremos que as oportunidades de aprendizado em sala de aula devem considerar tanto as dimensões cognitivas quanto as afetivas (HALL, 2003) e a compreensão das emoções e crenças envolvidas na aprendizagem pode trazer importantes contribuições para o processo. A coleta de dados foi feita com entrevistas semi-estruturadas antes e após a aplicação das tarefas e com a gravação das interações entre os alunos durante as aulas. Nossas tarefas também propunham utilizar uma abordagem de BL a partir da definição de Sharma (2010) de que essa abordagem se constitui como uma mistura ideal entre o ensino tradicional e virtual, isto é, como uma representação da busca por promover uma experiência de aprendizado mais eficiente. Vale ressaltar que, por tarefas, entendemos as atividades pedagógicas que requerem resolução de problemas realizada de forma colaborativa (SWAIN e LAPKIN, 2001) e apresentam objetivos específicos (ELLIS, 2000; SWALES, 2000). Nossos resultados apontam que as tarefas propostas geraram colaboração entre os participantes e isso também pode ser corroborado pelo reforço das crenças sobre a preponderância da interação e do papel dos colegas no aprendizado de língua inglesa. Percebemos, portanto, que as ações dos alunos e da professora pesquisadora foram influentes nas emoções e nas crenças dos alunos. Verificamos que as emoções emergentes no processo foram as mais diversas e analisamos como tais emoções poderiam ter sido positivas ou negativas no percurso de cada aluno. Esta pesquisa traz um novo olhar para as emoções dentro do processo de aprendizagem, propondo um modo de as analisar de forma sistemática a partir do 7 relato dos próprios alunos a partir de Scherer (2005) e da Roda das Emoções de Geneva. Sobre o uso das tecnologias digitais, verificamos que foram consideradas como geradoras de interesse por parte de alguns alunos. Por fim, foi possível observar que as tarefas colaborativas promoveram a colaboração entre os alunos e, desse modo, evidenciamos a importância de se trabalhar com tarefas colaborativas também nas disciplinas de LINFE. / This research about language teaching for specific purposes aims at investigating the emic perspective of language learning through collaborative tasks in a blended learning (BL) context. To support this research we adopt a sociocultural perspective, and understand language learning as a result of mediation and social interaction among individuals, artifacts and language (VYGOTSKY, 1978,1986; JOHNSON 2009; LANTOLF, 2001). We adopted a methodology of action-research and had collaborative tasks as a starting point; we applied such tasks in order to propose alternatives to the teaching of languages for specific purposes and examine the students own perspectives about their learning process. In our theoretical perspective, we believe the learning opportunities in the classroom should consider both the cognitive and the affective dimensions (HALL, 2003) and that the understanding of emotions and beliefs involved in the learning process can bring about important contributions to its understanding. We undertook semi-structured interviews before and after the implementation of the collaborative tasks and the recording of the interactions of the students during the lessons. Our tasks also intended to use a BL perspective under the definition of Sharma (2010) that such approach is based on an ideal blend of traditional and virtual learning, that is, it is an attempt to promote a more efficient learning experience. It should be noted that, by tasks, we understand pedagogical activities that require the resolution of problems in a collaborative way (SWAIN e LAPKIN, 2001) and that present specific objectives (ELLIS, 2000; SWALES, 2000). Our results indicate that the tasks promoted collaboration among students and that could also be verified by the reinforcement of the students’ beliefs about the importance of interaction and of their classmates in their language learning process. Therefore, we perceived that the students’ and the teacher’s actions influenced upon students’ emotions and beliefs. We have also observed that the emerging emotions were diverse and we have also analyzed the role of these emotions in the students’ learning processes. This research brings a new perspective on how to examine emotions in the learning process suggesting a systematic way to analyze them through the students’ self-reports based on Scherer (2005) and the Geneva Emotion Wheel. We also verified that the use of technology was regarded as a generator of interest by some students. Finally, it was possible to observe that the collaborative tasks promoted collaboration among the students and, thus, we could highlight the importance of working with collaborative tasks in courses of language for specific purposes.

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.

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)