Univ., Diss--Wien, 2005.

In his 2011 article "Florida Reformers Got It Right," William Mattox uses his son Richard as an example of the benefits of hybrid education, or blended learning, which allows students to combine traditional classroom-based instruction with online schooling. Mattox only briefly praises the benefits of his son's opportunity for customized instruction, and he never tells his reader about the types of classes his son took, or how those classes helped his son reach greater achievements in co llege. Instead, he focuses his attention and (and about half his word count) on the network of acquaintances his son was able to develop by choosing a hybrid schooling option, in tum celebrating how those social relationships helped his son succeed in a voter-based talent contest, where the person with the most "likes" wins the award. Hybrid schooling might provide an excellent, customized education for its students, but its more significant feature, according to Mattox, seems to be the way it allows students to create a network where they can tap into a diverse group of markets to leverage the value of their personalities to become successful. While the hybrid schooling experience of Richard Maddox is not typical of most students, the importance of one's personal network and popularity as a form of social currency are typical of students in contemporary classrooms. Students in school today are learning much more than the standard reading, writing, and arithmetic, and they are learning it in different ways. Gone are the days of the distinct public and private spheres where school, work, and home were each given clearly defined spaces. Since the early 1990s, the home has been increasingly intruded upon as technological innovation and the continued growth of the internet have allowed employees and students to work from places other than the office or school (most notably, the home), redefining not only the location, but also the time of work. Work does not need to end at five o'clock, or school at 3:30, because employees and students can complete their work at whatever time is most appropriate to them. Now, more than twenty years after these mobile technologies began their assault on the home, the insulated and separate spheres of home, work, and school are almost completely obliterated. Gilles Deleuze predicted this breakdown in his 1995 "Postscript on Control Societies" in which he asserted that we would welcome the "ultrarapid forms of free-floating control" (178) that have developed to replace those clearly defined spaces. One-to-one programs and instructional models which put a computer or tablet in the hands of every child in a classroom are radically changing the fundamental structures of pedagogy and the roles of educators and students alike in twenty-first century classrooms. These classrooms not only reveal a shift in the way knowledge is transferred and acquired, they reveal a complete transformation in the society for which those pupils are being prepared. The specific closed spaces of Michel Foucault's disciplinary society, each with its individual rules and roles, have evolved into one of greater openness. The shift from the classroom as a closed space to an open, networked place replicates this shift in the larger society of global capitalism. These changes seem to indicate a freer environment that requires less work from the teacher and less concentration from the students, but it actually creates a more controlled environment where more is required of both teachers and students inside of the classroom and out. However, though these increased requirements are perhaps the most obvious outcome of this shift, they are not the only outcome. More significantly, this emerging system of education allows for the development of a new type of student--one who accepts that the creation of her subjectivity is not limited to the classroom, and who actually becomes involved in the formation of that subjectivity through her conflated roles as consumer and producer. Technology is not just opening the classroom. It is repurposing the classroom so that the students' personalities and subjectivities become subsumed in the process of education in preparation for their adult professional lives.

<p>Background: Practice knowledge exists as a complex relationship between questions and answers in a context of meaning that is often intuitive and hidden from the novice practitioner. Physiotherapy education, which aims to develop patterns of thinking, reflection and reasoning as part of practice knowledge, is often based on didactic teaching methods that emphasise the learning of facts without highlighting the relationships between them. In order to improve health outcomes for patients, clinical educators must&nbsp / consider redesigning the curriculum to take into account the changing and complex nature of physiotherapy education. There is some evidence that a blended approach to&nbsp / teaching and learning may facilitate the development of graduates who are more capable of reflection, reasoning and critical thinking, and who can adapt and respond to the&nbsp / complex clinical environment. The purpose of this study was to develop principles that could be used to guide the design of blended learning environments that aim to develop&nbsp / capability in undergraduate physiotherapy students. Method: The study took place in a university physiotherapy department in the Western Cape in South Africa, among&nbsp / undergraduate students. Design research was used as a framework to guide the study, and included a range of research methods as part of that process. The problem was&nbsp / identified using a systematic review of the literature and a survey of students. The design of the blended intervention that aimed to address the problem was informed by a&nbsp / narrative review of theoretical frameworks, two pilot studies that evaluated different aspects of blended learning, and a Delphi study. This process led to the development of a set&nbsp / of design principles which were used to inform the blended intervention, which was implemented and evaluated during 2012. Results: The final results showed that students had undergone a transformation in how they thought about the process and practice of learning as part of physiotherapy education, demonstrating critical approaches towards&nbsp / knowledge, the profession and authority. These changes were brought about by changing teaching and learning practices that were informed by the design principles in the&nbsp / preliminary phases of the project. These principles emphasised the use of technology to interact, articulate understanding, build relationships, embrace complexity, encourage&nbsp / creativity, stimulate reflection, acknowledge emotion, enhance flexibility and immerse students in the learning space. Discussion: While clinical education is a complex undertaking with many challenges, evidence presented in this study demonstrates that the development of clinical reasoning, critical thinking and reflection can be enhanced through the intentional use of technology as part of a blended approach to teaching and learning. The design principles offer clinical educators a framework upon which to construct learning environments where the affordances of technology can be mapped to the principles, which are based on a sound pedagogical foundation. In this way, the use of technology in the learning environment is constructed around principles that are informed by theory. However, clinical educators who are considering the integration of&nbsp / innovative strategies in the curriculum should be aware that students may initially be reluctant to engage in self-directed learning activities, and that resistance from colleagues&nbsp / may obstruct the process. Conclusion: The development of clinical reasoning, critical thinking and reflection in undergraduate physiotherapy students may be enhanced through&nbsp / the intentional use of appropriate technology that aims to fundamentally change teaching and learning practices. Design research offers a practical approach to conducting&nbsp / research in clinical education, leading to the development of principles of learning that are based on theory. <br /> iii</p>

This study has presented a comprehensive overview of the context and significance of changes in attitudes and levels of engagement in Ball State University’s BIO 100 class which is taught using the blended learning method. The evidence suggests that this method exhibits no significant overall change in attitudes or levels of engagement over the course of the semester. Several individual question couplets exhibited positive change. The combination of no significant overall change and positive couplet changes suggests that this method is a viable alternative to more traditional methods. In addition students overwhelmingly agree that this method of education should be used in other classes. Future research is needed to confirm the effects of this method. It is also paramount that as this method becomes implemented on larger scale training and coaching be available for students and faculty members. These services are necessary in order to achieve maximum method effectiveness.

The use of information and communication technologies (ICT) has now become all pervasive in society. There is now an expectation that educators will use ICT to support teaching and learning in their classrooms and this position is evident in many curriculum documents and educational policies where the aim is to provide each child with access to ICT. Consequently, and to realise this expectation, it is imperative that the focus on the use of information and communication technologies (ICT) in education shifts beyond learning about ICT to a focus that is aligned with the pedagogical learning experiences in which students can be immersed. There is a need for deep knowledge building to occur in these environments for our students to be active participants in a society where new technologies are constantly emerging. Hence, there is a need for learning environments that are flexible and respond to the needs of these new students and can adopt new technologies where necessary. In order to explore such an environment that encourages the development of knowledge building, an argumentative framework is necessary. The purpose of the study described in this thesis was to identify argumentation as a process of knowledge building and determine if it occurs in an online discussion forum, which is situated in a blended learning environment. This blended learning environment is typical of many classrooms and is where there is a combination of traditional face-to-face activity with online collaboration. In the case of this study, it is situated within an upper secondary private girls school located in a metropolitan area. The classroom under investigation demonstrates a blending of traditional pedagogy, that of dialectical reasoning and argument, and new technology, through an online discussion forum. The study employed a research design methodology over a six week period, while the analysis was based on an existing social argumentation schema and a new customised schema. As part of the analysis, descriptive statistics were used to determine the students' activity within the online discussion forum and to ascertain how this varied accordingly when certain criteria were changed. This was consistent with the cyclic approach of design research. Pedagogical recommendations were presented which demonstrated the importance that appropriate scaffolding and the role of the teacher plays in the successfulness of a forum. The study also recognised the need for purposeful teaching of argumentation as a process of knowledge building and the need for starter statements that are personally motivating to the students and are authentic and relevant. Argumentation and consequently knowledge building were evident in the findings, though were constrained by the habituated practices of schooling. Similarly the notion of community, while evident, was constrained by the time- and space- dependence of the school environment.

Thesis (Ph. D.)--University of North Texas, Aug., 2007. / Title from title page display. Includes bibliographical references.

The thesis is focused on blended learning with Gamification elements in elementary school. The work should serve as a tool for creators of blended learning, or e-learning courses in the LMS Moodle. Contains a theoretical overview of the problem of blended learning, motivation in education and Gamification. Based on the theoretical foundations of the thesis analyzes the specific environment of elementary school and defines the target group of pupils. It also describes the selection, development and design of a specific product, selected on the basis of the generated list of available products. The conclusion contains a description of the product implementation and verification of its functionality and effectiveness on the target group of students. The result is a functional and proven deployment Gamification concept of blended learning course based on Moodle.

abstract: The availability and subsequent expansion in the use of online learning environments has provided a new avenue for teacher professional development: blended learning. While blended learning environments may provide attractive benefits to teachers and school administration, the impact of blended teacher professional development has been largely unexamined in the existing research. This mixed-methods study investigated professional development outcomes for 64 teachers participating in district sponsored teaching professional development, 32 in a blended course and 32 in a face-to-face equivalent of the course. Outcomes of the professional development were measured using pre- and post- instructional belief surveys, participant satisfaction surveys, and interviews measuring retention of instructional beliefs and application of new instructional strategies. Additionally, participants who did not complete the course were interviewed to learn about their experience in the course and reasons for non-completion. The results of this study show similar changes in instructional beliefs for both the blended and face-to-face sections and significantly higher satisfaction with course content, materials, and instructor involvement among blended participants. However, blended participants were less likely to be transitioning to, or practicing new strategies as measured by interviews 12 weeks following course completion. A large number of blended participants showed evidence of their knowledge of new instructional strategies, but were reluctant to apply new strategies in their classrooms. Non-completers primarily cited lack of time for their withdrawal, but expressed an interest in future blended learning courses. The recommendations from this study should inform districts, schools, and teachers about blended learning for teacher professional development. / Dissertation/Thesis / Ed.D. Educational Administration and Supervision 2014

Philosophiae Doctor - PhD / Background: Practice knowledge exists as a complex relationship between questions and answers in a context of meaning that is often intuitive and hidden from the novice practitioner. Physiotherapy education, which aims to develop patterns of thinking, reflection and reasoning as part of practice knowledge, is often based on didactic teaching methods that emphasise the learning of facts without highlighting the relationships between them. In order to improve health outcomes for patients, clinical educators must consider redesigning the curriculum to take into account the changing and complex nature of physiotherapy education. There is some evidence that a blended approach to teaching and learning may facilitate the development of graduates who are more capable of reflection, reasoning and critical thinking, and who can adapt and respond to the complex clinical environment. The purpose of this study was to develop principles that could be used to guide the design of blended learning environments that aim to develop capability in undergraduate physiotherapy students. Method: The study took place in a university physiotherapy department in the Western Cape in South Africa, among undergraduate students. Design research was used as a framework to guide the study, and included a range of research methods as part of that process. The problem was identified using a systematic review of the literature and a survey of students. The design of the blended intervention that aimed to address the problem was informed by a narrative review of theoretical frameworks, two pilot studies that evaluated different aspects of blended learning, and a Delphi study. This process led to the development of a set of design principles which were used to inform the blended intervention, which was implemented and evaluated during 2012. Results: The final results showed that students had undergone a transformation in how they thought about the process and practice of learning as part of physiotherapy education, demonstrating critical approaches towards knowledge, the profession and authority. These changes were brought about by changing teaching and learning practices that were informed by the design principles in the preliminary phases of the project. These principles emphasised the use of technology to interact, articulate understanding, build relationships, embrace complexity, encourage creativity, stimulate reflection, acknowledge emotion, enhance flexibility and immerse students in the learning space. Discussion: While clinical education is a complex undertaking with many challenges, evidence presented in this study demonstrates that the development of clinical reasoning, critical thinking and reflection can be enhanced through the intentional use of technology as part of a blended approach to teaching and learning. The design principles offer clinical educators a framework upon which to construct learning environments where the affordances of technology can be mapped to the principles, which are based on a sound pedagogical foundation. In this way, the use of technology in the learning environment is constructed around principles that are informed by theory. However, clinical educators who are considering the integration of innovative strategies in the curriculum should be aware that students may initially be reluctant to engage in self-directed learning activities, and that resistance from colleagues may obstruct the process. Conclusion: The development of clinical reasoning, critical thinking and reflection in undergraduate physiotherapy students may be enhanced through the intentional use of appropriate technology that aims to fundamentally change teaching and learning practices. Design research offers a practical approach to conducting research in clinical education, leading to the development of principles of learning that are based on theory. / South Africa

Enterprise Resource Planning (ERP) education can positively impact the success of an ERP implementation. Incorporating new tools and technologies into the learning process can potentially alleviate the evident problems with ERP education. Blended learning and e-learning environments both offer opportunities for improvement in education. However, there are various factors and components that need to be in place for such an environment to be successful. The aim of this research is to provide an ERP e-Learning Environment (ERPeL) that can assist with ERP education in terms of creating an integrated and comprehensive learning environment for novice ERP users. In order to achieve this aim, this study followed the Design-Based Research (DBR) methodology which is specific to educational technology research and was applied in iterative cycles where various components of the environment were evaluated by different participants. Quantitative and qualitative data was collected by means of field studies (interviews, focus groups and questionnaires). The proposed ERPeL underwent several iterations of feedback and improvement. In order to determine the success of e-learning, various critical success factors and evaluation criteria were investigated. Field studies were conducted in order to validate the theory in a real-world context. An initial field study was conducted with third year Nelson Mandela Metropolitan University (NMMU) students who were enrolled in the 2014 ERP systems’ module in the Department of Computing Sciences. Many of the problems identified in theory were found to be prevalent in the real-world context. One of the DBR process cycles involved the implementation of specific components of the ERPeL at the Developing and Strengthening Industry-driven Knowledge-transfer between developing Countries (DASIK) introduction to ERP systems course. Participants were either NMMU students, academic staff or industry delegates. The components evaluated included videos, learning content, badges, assessment and the SYSPRO Latte m-learning application. Additional components of a leader board, live chats, peer reviewing, expert reviews, user generated content, consultancy with experts and SYSPRO ERP certification were implemented in the subsequent cycle where participants were 2015 third year NMMU ERP systems students. The criteria used to evaluate the success of the ERPeL and its e-learning components were adapted from literature and a new set of evaluation criteria for e-learning was proposed. The ERPeL is made up of Moodle, the SYSPRO ERP System, the SYSPRO e-Learning System, the SYSPRO Latte m-learning application, learning content and components. Overall the ERPeL was positively received by the various sample groups. The research results indicate that the use of an e-learning environment for ERP systems was positively received. The most positive aspects reported were the implementation of e-learning components such as the interactive videos, simulations and m-learning. In support of this Masters dissertation, the following three papers have been published and presented at two local conferences and one international conference: 1. SACLA 2014, Port Elizabeth (South Africa); 2. SAICSIT 2015, Stellenbosch (South Africa); and 3. IDIA 2015, Zanzibar (Tanzania).