Vorgestellt wird ein Konzept für einen Grundkurs Regelungstechnik, der die Erfahrungen nach drei Semestern Online-Lehre aufgreift. Die Basis ist die Vermittlung des theoretischen Wissens über Lehrtexte und Screencasts. Ergänzend wurden die Übungen in Fragestunden und die eigentliche Diskussion der Lösungen aufgeteilt, um aktivierende Methoden intensiver einsetzen zu können und nachhaltigeren Lernerfolg zu erreichen. Durch die Vielzahl von Lehrformen ergibt sich die Notwendigkeit, die Struktur des Moduls explizit zu thematisieren. Der Beitrag vergleicht dabei zwei verschiedene Ansätze und stellt eine dafür gut geeignete Skriptform vor. Im Beitrag wird auf die letzten drei Semester und die jeweils vorgenommene Studierendenbefragung Bezug genommen. Außerdem wird die Problematik bei der Wiederverwendung von Screencasts thematisiert.

The goal of this research was to better understand blended learning at the University of Central Florida (UCF). The investigator examined blended learning from the institutional, faculty, and student perspectives in an attempt to capture the complexities of this learning environment. For the institutional perspective, models emerged that were critical to the development of UCF's initiative and ongoing support of both fully online and blended courses. The individual faculty perspective outlined unique characteristics of one blended course, HFT4932 - Exploring Wines of the World. The professor explained his/her choices and reasons for an instructional model as well as why the blended format was selected. The student perspective indexed student attitudes toward blended classes at UCF. Students continued to report high overall satisfaction with blended courses as well as high levels of quality interaction among students and with faculty. However, there continued to be a downward trend in satisfaction levels with younger generations of students. Students still reported convenience and flexibility as their primary reasons for taking blended courses. Many students viewed the blended format as a way to become active participants in their learning thereby developing new learning skills. Infrequently, technology difficulties were reported. Challenges for students were time management and poor course organization. Web-based instructional delivery is still relatively new with a growing need for models that provide guidelines and strategies for instructors. The investigator suggests the possibility that this study serve as a model for a blended learning assessment for other institutions.

O presente estudo examina um dos modelos de blended learning que é modelo rotativo com seu subgrupo flipped classroom ou sala de aula invertida e a possibilidade de inclusão dessa modalidade de ensino em cursos superiores de moda, com o objetivo de ser aplicado ao ensino para os conteúdos de modelagem plana avançada sendo essa matéria prática. A análise inicial é bibliográfica e reúne contribuições teóricas e práticas de vários autores em livros, artigos, dissertações e teses. A coleta de dados foi em campo de caráter quantitativo e ocorreu por meio de questionários aplicados antes e depois de experimentação de um modulo on-line de ensino de modelagem plana, em vídeo, do qual participaram 42 alunos e oito professores. Com base nas respostas e na observação das atividades realizadas, conclui-se que existiria uma aceitação considerável dos alunos e professores para o ensino on-line, sugerindo a relevância de sua realização na disciplina de modelagem plana como os aspectos facilitadores do aprendizado / The present study examines one of the models of blended learning that is a rotating model with its subgroup flipped classroom or inverted classroom and the possibility of including this modality of education in higher fashion courses, with the objective of being applied to teaching the contents of advanced flat modeling being this practical matter. The initial analysis is bibliographical and brings together theoretical and practical contributions of several authors in books, articles, dissertations and theses. The data collection was in a quantitative field and occurred through questionnaires applied before and after experimentation of an online model of teaching of flat modeling in video, in which 42 students and eight teachers participated. Based on the responses and observation of the activities performed, it was concluded that there would be a considerable acceptance of students and teachers for online teaching, suggesting the relevance of their achievement in the discipline of flat modeling as the facilitating aspects of learning

La presente investigación “Retos y desafíos en un ambiente blended para el aprendizaje de las matemáticas de los primeros ciclos de estudiantes adultos”, plantea, desarrolla y evalúa los resultados y logros de aplicar una metodología de enseñanza-aprendizaje en un sistema semipresencial, al aprendizaje de las matemáticas en estudiantes adultos. El diseño de investigación es mixto. La población objetivo de la investigación está constituida por los ingresantes al programa de adultos de una universidad particular de Lima-Perú. El investigado para gestionar la intervención en la especialidad de Administración, considera que la población accesible está conformada por estudiantes elegidos aleatoriamente. / The present research "Challenges in a blended environment for the learning of the mathematics of the first cycles of adult students", proposes, develops and evaluates the results and achievements of applying a teaching-learning methodology in a blended system, to learning of mathematics in adult students. The research design is mixed. The target population of the research is constituted by those who enter to the adult program of a private university in Lima-Peru. The researcher to manage the intervention in the specialty of Administration, considers that the accessible population is made up of randomly chosen students.

O presente estudo examina um dos modelos de blended learning que é modelo rotativo com seu subgrupo flipped classroom ou sala de aula invertida e a possibilidade de inclusão dessa modalidade de ensino em cursos superiores de moda, com o objetivo de ser aplicado ao ensino para os conteúdos de modelagem plana avançada sendo essa matéria prática. A análise inicial é bibliográfica e reúne contribuições teóricas e práticas de vários autores em livros, artigos, dissertações e teses. A coleta de dados foi em campo de caráter quantitativo e ocorreu por meio de questionários aplicados antes e depois de experimentação de um modulo on-line de ensino de modelagem plana, em vídeo, do qual participaram 42 alunos e oito professores. Com base nas respostas e na observação das atividades realizadas, conclui-se que existiria uma aceitação considerável dos alunos e professores para o ensino on-line, sugerindo a relevância de sua realização na disciplina de modelagem plana como os aspectos facilitadores do aprendizado / The present study examines one of the models of blended learning that is a rotating model with its subgroup flipped classroom or inverted classroom and the possibility of including this modality of education in higher fashion courses, with the objective of being applied to teaching the contents of advanced flat modeling being this practical matter. The initial analysis is bibliographical and brings together theoretical and practical contributions of several authors in books, articles, dissertations and theses. The data collection was in a quantitative field and occurred through questionnaires applied before and after experimentation of an online model of teaching of flat modeling in video, in which 42 students and eight teachers participated. Based on the responses and observation of the activities performed, it was concluded that there would be a considerable acceptance of students and teachers for online teaching, suggesting the relevance of their achievement in the discipline of flat modeling as the facilitating aspects of learning

This thesis is focused on a new approach of education called blended learning. The history and developement of Blended Learning is described in the first part. Then the methods and tools of Blended Learning are evaluated and compared to the traditional methods of education. At the final part an efficient developement of the educational programs is emphasized.

Gegenstand dieses Beitrags ist die Entwicklung und Erprobung eines Blended-Learning-Kurses in der Sonderpädagogik zum Grundlagenwissen für den Förderschwerpunkt Hören. Eingebettet in ein bestehendes Modul stellt der Kurs eine Ergänzung des Curriculums im Förderschwerpunkt Sprache dar. Präsenzveranstaltungen wurden dabei auf E-Learning-Plattformen vor- bzw. nachbereitet. Die Evaluationsergebnisse zeigen, dass der Kurs gut angenommen wurde. Das Verhältnis von Aufwand und Nutzen wurde positiv beurteilt. Der Kurs wird mit einigen Überarbeitungen beibehalten.

Doctor of Philosophy / Curriculum and Instruction Programs / Rosemary S. Talab / The purpose of this study was to obtain science faculty concerns and professional development needs to adopt blended learning in their teaching at Taibah University. To answer these two research questions the survey instrument was designed to collect quantitative and qualitative data from close-ended and open-ended questions. The participants’ general characteristics were first presented, then the quantitative measures were presented as the results of the null hypotheses. The data analysis for research question one revealed a statistically significant difference in the participants’ concerns in adopting BL by their gender sig = .0015. The significances were found in stages one (sig = .000) and stage five (sig = .006) for female faculty. Therefore, null hypothesis 1.1 was rejected (There are no statistically significant differences between science faculty’s gender and their concerns in adopting BL). The data analysis indicated also that there were no relationships between science faculty’s age, academic rank, nationality, country of graduation and years of teaching experience and their concerns in adopting BL in their teaching, so the null hypotheses 1.2-7 were accepted (There are no statistically significant differences between Science faculty’s age and their concerns in adopting BL, there are no statistically significant differences between Science faculty’s academic rank and their concerns in adopting BL, there are no statistically significant differences between Science faculty’s nationality and their concerns in adopting BL, there are no statistically significant differences between Science faculty’s content area and their concerns in adopting BL, there are no statistically significant differences between Science faculty’s country of graduation and their concerns in adopting BL and there are no statistically significant differences between Science faculty’s years of teaching experience and their concerns in adopting BL). The data analyses for research question two revealed that there was a statistically significant difference between science faculty’s use of technology in teaching by department and their attitudes towards technology integration in the Science curriculum. Lambda MANOVA test result was sig =.019 at the alpha = .05 level. Follow up ANOVA result indicated that Chemistry department was significant in the use of computer-based technology (sig =.049) and instructional technology use (sig =.041). Therefore, null hypothesis 2.1 was rejected (There are no statistically significant differences between science faculty’s attitudes towards technology integration in the Science curriculum and faculty’s use of technology in teaching by department). The data also revealed that there was no statistically significant difference (p<.05) between science faculty’s use of technology in teaching by department and their instructional technology use on pedagogy. Therefore, null hypothesis 2.2 was accepted (There are no statistically significant differences between science faculty’s perceptions of the effects of faculty IT use on pedagogy and faculty’s use of technology in teaching by department). The data also revealed that there was a statistically significant difference between science faculty’s use of technology in teaching by department and their professional development needs in adopting BL. Lambda MANOVA test result was .007 at the alpha = .05 level. The follow up ANOVA results showed that the value of significance of Science faculty’s professional development needs for adopting BL was smaller than .05 in the Chemistry department with sig =.001 in instructional technology use. Therefore, null hypothesis 2.3 was rejected (There are no statistically significant differences between Science faculty’s perceptions of technology professional development needs and faculty’s use of technology in teaching by department). Qualitative measures included analyzing data based on answers to three open-ended questions, numbers thirty-six, seventy-four, and seventy-five. These three questions were on blended learning concerns comments (question 36, which had 10 units), professional development activities, support, or incentive requested (question 74, which had 28 units), and the most important professional development activities, support, or incentive (question 75, which had 37 units). These questions yielded 75 units, 23 categories and 8 themes that triangulated with the quantitative data. These 8 themes were then combined to obtain overall themes for all qualitative questions in the study. The two most important themes were “Professional development” with three categories; Professional development through workshops (10 units), Workshops (10 units), Professional development (5 units) and the second overall theme was “Technical support” with two categories: Internet connectivity (4 units), and Technical support (4 units). Finally, based on quantitative and qualitative data, the summary, conclusions, and recommendations for Taibah University regarding faculty adoption of BL in teaching were presented. The recommendations for future studies focused on Science faculty Level of Use and technology use in Saudi universities.

Published Article / The purpose of this paper is to provide a discussion of the educational potential of a blended approach to teaching and learning in the context of the challenges related to mastering basic concepts in mathematics at higher education level. Based on the results of the application of blended learning and teaching for two consecutive semesters at a university of technology, their potential to support meaningful learning of undergraduate mathematics is discussed. The use of clickers, minute and muddiest point papers and board work as educational tools with incomplete sentences as evaluative tool, are discussed. The conclusion is that a blended approach to teaching and learning has many benefits when applied appropriately for a particular context. The lecturer's attitude remains vital for successful implementation of technology-enhanced strategies.

The concept of flipped learning has received significant attention in recent years. In a flipped learning methodology, students view instructional videos and complete related assignments before class, so that face-to-face time with the instructor can be spent applying the knowledge and skills they were introduced to in the pre-class assignments. This study aims to determine the effectiveness of a flipped learning method for teaching information literacy (IL) skills to undergraduate students compared to a traditional teaching method where the majority of face-to-face time is spent instructing. To evaluate this, a mixed methods research design was used, where results from qualitative interviews helped explain findings from test data, assignment completion data, and major paper rubric data. The IL tests resulted in a small but insignificant test score improvement for flipped participants. Interviewed flipped participants reported mainly positive feelings toward flipped learning, whereas all flipped ESL interviewees related strong positive feedback towards flipped learning. / Graduate / 0515 / 0727 / 0710 / rmccue@uvic.ca