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Moving Toward Blended Learning: A Multiple Case Design Based Research Study in Higher Education

机译：走向混合学习：基于多案例设计的高等教育研究

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摘要

The purpose of this multiple case design-based research study was to determine what elements were needed to assist two higher education instructors inexperienced in designing and teaching a blended learning course to successfully create and implement it, to document the instructors' perceptions about their first experience of teaching a blended learning course, and to reveal how this blended learning course influenced student satisfaction. The goal of the study was to iteratively design, develop, implement, evaluate and redesign a desired blended learning course based on constructivist design theory, cognitive learning theory, and ARCS motivational design theory over the three iterative phases.;This design-based research approach used a mixed study of quantitative and qualitative research methods including student surveys, instructor interviews, learning environment and observations. Quantitative data in terms of determining any change in the level of students' motivation between the beginning of the semester and the end of the semester, and students' motivational attitude toward the use of instructional activities and tools at the fifth and tenth week of the semester was collected. Multiple choice comprehensive pretest and posttest surveys were given to students to detect changes in their motivation level, and a multiple choice comprehensive survey was given to students to detect their motivational attitude. Qualitative data in terms of identifying the need of appropriate technological processes and resources to create a desired blended learning course, enhancing the effectiveness and efficiency of the blended learning course, and revealing instructor perceptions about teaching a blended learning course was collected over the three iterative designed intervention phases. Instructor perceptions were captured through in-depth interviews, and the strengths and weaknesses of the blended learning environment were ascertained through observations.;The results of this study demonstrated Blackboard Learn (Learning Management System) and Google Documents were two beneficial learning resources to create a desired blended learning environment. The design and implementation of these learning resources enabled the instructors to shift from a passive teaching style to an active teaching style. Students became active and interactive learners through the adoption of active learning approaches and transactional collaborative learning approaches in the designed blended learning environments. Through the process of three iterative design cycles, the blended learning environments were modified to optimize the efficiency and effectiveness of learning activities and maximize the quality of learning and teaching experiences. The results also revealed that the instructors' overall perception was positive toward taking part in combining online and face-to-face learning and they were satisfied with teaching a blended learning course. Lastly, findings from the paired t-test completed in SPSS which compared the students' motivation level in the beginning of the semester and the end of the semester were not statistically significant in both cases.
机译：这项基于多案例设计的研究旨在确定需要哪些要素，以帮助两名缺乏经验的高等教育教师设计和教授混合学习课程，以成功地创建和实施该课程，以记录教师对其初次体验的看法教学混合学习课程，并揭示该混合学习课程如何影响学生满意度。该研究的目标是在三个迭代阶段基于构造主义设计理论，认知学习理论和ARCS动机设计理论来迭代设计，开发，实施，评估和重新设计理想的混合学习课程。使用了定量和定性研究方法的混合研究，包括学生调查，教师访谈，学习环境和观察。定量数据，用于确定在学期开始至学期末之间学生动机水平的任何变化，以及在学期第五周和第十周学生对使用教学活动和工具的动机态度被收集。对学生进行了多项选择综合的前测和后测调查，以检测其动机水平的变化，并进行了多项选择综合测验，以检测其动机。在三个迭代设计中，收集了定性数据，这些数据用于确定需要适当的技术过程和资源来创建所需的混合学习课程，提高混合学习课程的有效性和效率，以及揭示教师对教授混合学习课程的看法。干预阶段。通过深入的访谈获得了教师的看法，并通过观察确定了混合学习环境的优缺点。这项研究的结果表明，Blackboard Learn（学习管理系统）和Google Documents是两个有益的学习资源，可以创建一个所需的混合学习环境。这些学习资源的设计和实现使教师能够从被动的教学方式转变为主动的教学方式。通过在设计的混合学习环境中采用主动学习方法和事务性协作学习方法，学生成为主动和交互式学习者。通过三个迭代设计周期的过程，对混合学习环境进行了修改，以优化学习活动的效率和有效性，并最大限度地提高学与教体验的质量。结果还表明，教师对参加在线学习和面对面学习相结合的整体看法是积极的，他们对教授混合学习课程感到满意。最后，在SPSS中完成的配对t检验的结果对两个学期开始和学期末学生的动机水平进行了比较，但在两种情况下均无统计学意义。

著录项

  • 作者

    Ustun, Ahmet Berk.;

  • 作者单位

    Wayne State University.;

  • 授予单位 Wayne State University.;
  • 学科 Educational technology.;Higher education.
  • 学位 Ph.D.
  • 年度 2018
  • 页码 227 p.
  • 总页数 227
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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