Reports

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Browsing Reports by Subject "Blended Learning"

Now showing 1 - 11 of 11
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    Blended Course Experience at Kibabii University
    (2022-10) Nambiro , Alice Wechuli; Ikoha, Anselemo Peters
    Blended Course Experience at Kibabii University reports on a study conducted to evaluate the implementation of technology-enabled learning. A student survey was carried out in 20 courses that were being offered in the blended mode during the July–September and October–December semesters of 2021. The research involved both students and lecturers. The study collected data using questionnaires for students and interviews with lecturers. Most of the student survey questions were closed-ended, with one open-ended question, while the lecturer survey interviews consisted entirely of open-ended questions. // The study findings are intended to propel the implementation of blended learning in Kibabii University and other Kenyan universities.
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    Open Access
    The Impact of Blended Learning at the Uganda Management Institute
    (2020) Bhagat, Kaushal Kumar
    This report evaluates blended learning implementation at the Uganda Management Institute (UMI), Uganda. The study assessed the effectiveness of blended learning (BL) for participants’ learning performance and their perceptions about BL.
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    Impact of Technology-Enabled Learning at MIER
    (2023-02) Raj, Mool
    This report evaluates blended learning implementation at the Model Institute of Education and Research (MIER), J&K, India. The study assessed the effectiveness of blended learning (BL) for students’ learning performance and their perceptions about BL. In addition, it examined the relationship between online activities and final scores. Students’ online activities were tracked and collected from the MIER College e-learning management system (MCE-ELMS). The sample for this study included 6 teachers and 302 students enrolled in 20 courses offered during the April 2022 semester. A convenience sampling method was employed to collect the survey data. For quantitative data analysis, an independent sample t-test, a Pearson correlation coefficient, and a likelihood ratio test were used. Aspect-based sentiment analysis was performed on the students’ views in response to one open-ended question. The teachers’ interviews were also conducted. The interviews were analysed using the Activity Theory (AT) framework (Engeström, 1987). // The results of the learning performance assessment showed a significant difference between the students’ outcomes in the blended and non-blended courses. Overall perceptions of the students towards blended learning were significantly positive. A majority of the students agreed that learning through a blended approach was very helpful and beneficial, and they were confident that they could adopt this approach for learning in future as well. They also expressed that the BL course made learning more interesting, engaging, enjoyable, interactive, and beneficial. There is significant difference in the learning performance of students who had studied through a blended course as compared to ones who had studied in a non-blended course. The faculty members expressed a high level of satisfaction with the training provided to them regarding these courses. The teachers also appreciated the technical support provided to them by the college and access to modern ICT tools which helped them in enhancing their BL course development skills. The faculty members also said that regular trainings, cooperation and collaboration with other institutions are crucial for creating and enhancing the quality of their blended courses in future, as well.
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    Report of the Massive Open Online Course on Blended Learning Practice (BLP MOOC 2 and 3)
    (2020-09) Cleveland-Innes, Martha; Wilton, Daniel; Jensen-Tebb, Carmen; Ostashewski, Nathaniel
    This is a combined report on the second and third offering of the Massive Open Online Course (MOOC) on Blended Learning Practice (BLP) organised by Athabasca University, Canada in collaboration with the Commonwealth of Learning. BLPMOOC2 and BLPMOOC 3 were held respectively from April 19 to May 16 and July 12 to August 8, 2020. It reports the design, development and delivery of the two cohorts and presents a comparative finding from participant surveys and their engagements in the MOOCs.
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    Report of the Massive Open Online Course on Blended Learning Practice (BLP MOOC4)
    (2020-12) Cleveland-Innes, Martha; Ostashewski, Nathaniel; Wilton, Daniel; Jensen-Tebb, Carmen
    This report presents an overview of the experiences of the forth edition of the Massive Open Online Course (MOOC) on Blended Learning Practice (BLP) organised by Athabasca University, Canada in collaboration with the Commonwealth of Learning. BLPMOOC4 was held from November 15 to December 12, 2020. It reports the design, development, and delivery of the BLPMOOC4 and presents the preliminary findings the participant surveys and their engagements in the course.
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    Report of the Massive Open Online Course on Blended Learning Practice (BLP MOOC7)
    (2022-04) Cleveland-Innes, Martha; Ostashewski, Nathaniel; Wilton, Daniel; Jensen-Tebb, Carmen
    This report presents an overview of the experiences of the seventh edition of the Massive Open Online Course (MOOC) on Blended Learning Practice (BLP) offered by Athabasca University, Canada in collaboration with the Commonwealth of Learning. BLPMOOC7 was held from January 16 to February 12, 2022. It reports the design, development, and delivery of the BLPMOOC7 and presents the preliminary findings the participant surveys and their engagements in the course.
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    Report of the Massive Open Online Course on Blended Learning Practice (BLP)
    (2020-05) Cleveland-Innes, Martha; Wilton, Daniel; Mishra, Sanjaya; Jensen-Tebb, Carmen; Ostashewski, Nathaniel
    This is a report on the first offering of the Massive Open Online Course (MOOC) on Blended Learning Practice (BLP) organised by Athabasca University, Canada in collaboration with the Commonwealth of Learning from March 1 to 28, 2020. It reports the design, development and delivery of the course and presents the preliminary findings from participant surveys and their engagements in the BLP MOOC.
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    Report of the Massive Open Online Course on Blended Learning Practice (BLPMOOC8)
    (2023-04) Cleveland-Innes, Martha; Ostashewski, Nathaniel; Wilton, Daniel; Jensen-Tebb, Carmen
    This report presents an overview of the experiences of the seventh edition of the Massive Open Online Course (MOOC) on Blended Learning Practice (BLP) offered by Athabasca University, Canada in collaboration with the Commonwealth of Learning. BLPMOOC8 was held from January 15 to February 11, 2023. It reports the design, development, and delivery of the BLPMOOC8 and presents the preliminary findings the participant surveys and their engagements in the course.
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    Research Study: Training for Blended TVET in Pan Commonwealth Countries
    (2023-07) Waters, Melinda; Smith, Clint; Petterd, Robin; Okinda, Robert; de Vos, Jackie
    Research Study: Training for Blended TVET in Pan Commonwealth Countries provides an overview of research into good practice in blended learning in technical and vocational education and training (TVET) and the competencies teachers need to teach in digital learning environments.
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    The Impact of Blended Learning at the Fiji National University
    (2022-11) Prasad, Deepak
    Blended learning has been an on-going mode of teaching and learning along with fully face-to-face and online modes at the Fiji National University (FNU) since the university adopted Moodle and other technological tools. However, online and blended learning became more significant in April to November 2021, when the university closed as part of the national disease control measures in the face of the Covid-19 pandemic. As part of the technology-enabled learning supported by the Commonwealth of Learning at FNU a study on the impact of blended learning was conducted to assess the university’s use of blended learning and its impact on student learning experiences and academic achievement. Students’ attitudes towards blended learning and the relationship between blended learning and students’ grades were examined. // The results of the survey indicated that the majority (84%–93%) of the students perceived blended learning positively, with most (89%–92%) reporting that their teachers played a positive role in their learning and took an interest in their learning. A comparison of the students’ grades between blended and non-blended learning courses showed mixed results: a difference in the grades was noted in six courses (40%) but in nine other courses (60%), there was no significant difference. Overall, students had a positive opinion of the blended learning environment as it provided them with opportunities to learn when, where and at a pace that suited them.
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    Towards a New Model of Schooling in Seychelles
    (2021-11) Commonwealth of Learning
    This report prepared at the request of the Seychelles Ministry of Education presents a new model of schooling in Seychelles and makes a case for strengthening the Seychelles Institute of Distance and Open Learning. The new model proposes to leverage the best features of open schooling, e-learning, hybrid learning, and community tutoring to improve effectiveness. It envisages 12 years of free schooling within an academic framework managed by autonomous schools under a national school development council.