It's Not All In The Blend For Engagement ✓ Solved

Its Not All In The Blend For Engagement Publication Info

Students at both public and private not-for-profit institutions felt less engaged with blended learning courses, but at private universities students on entirely face-to-face courses tended to be most satisfied, while at public universities students on entirely online courses generally gave the highest average score.

Low satisfaction for students on combined online and face-to-face courses. Ellie Bothwell writes US students on blended learning courses are generally less engaged with the teaching at their institution than their counterparts taking purely online or purely face-to-face degrees, according to a Times Higher Education survey that may question the notion that blended learning could result in a "great revolution in university teaching".

Students undertaking courses that combine both online delivery with face-to-face interaction were less likely to say that they felt prepared for a career, were challenged by the teaching, were able to apply their learning to the real world, could make connections among things they learned, or were able to learn critical thinking skills. They also said they thought their degree was worse value for money and they would be less likely to recommend their university to a friend or choose their college again. The research was based on a survey of 100,000 students at US universities, which asked participants to identify whether they were taught entirely face-to-face while possibly supported by digital tools; primarily face-to-face with substantial online activities; entirely through an online platform while possibly with face-to-face faculty check-ins; or mostly through a digital platform with face-to-face faculty interactions.

On all of the above questions, students on mostly online courses said they were less engaged than those on primarily face-to-face ones, but both groups were less satisfied than their colleagues on entirely online and entirely face-to-face courses. Students on entirely online courses were the most satisfied on nearly all the above measures, with the exception of whether they felt challenged - where students gave the same average score as those on entirely face-to-face courses - and feeling prepared for a career, where entirely face-to-face students scored highest. However, when it comes to interacting with staff, opportunities for collaborative learning and social engagement, students on entirely or mostly face-to-face courses were more satisfied than those on entirely or mostly online courses.

For each survey question, students were asked to rate their university on a scale of one to 10, where zero represented no support and 10 represented being fully supported. When asked whether they could make connections among things learned, for example, students on mostly online and mostly face-to-face courses gave an average score of 7.7 and 8.04 respectively, while students on entirely online and entirely face-to-face courses gave an average of 8.42 and 8.25. Students at both public and private not-for-profit institutions felt less engaged with blended learning courses, but at private universities students on entirely face-to-face courses tended to be most satisfied, while at public universities students on entirely online courses generally gave the highest average score.

The findings come despite many university leaders seeing blended learning as key to the future of higher education. In September, Warren Bebbington, vice-chancellor of the University of Adelaide, told the THE World Academic Summit that he predicted a "great revolution in university teaching" along the lines of the approach taken at his institution, where the broadcasting of lectures online freed up academics' time to focus on small group discussions and laboratory-based teaching. Meanwhile, earlier this year, John Hennessy, former president of Stanford University, told THE that the flipped classroom model - in which students watch video lectures at home and class time is devoted to discussions and interactive problem-solving - could be the future of higher education, but warned that much work still needs to be done to make the model work for all students.

When asked in the free comment section of the survey how their institution could improve, several students on blended learning courses cited the quality of the teaching, asking for "better professors" and academics with "more experience of teaching". Others wanted more interaction with staff, citing "the amount my professors can help me" and "teachers having better office hours" as key areas of improvement. Mike Sharples, chair in educational technology at the UK's Open University, said the survey results do not show that "blended learning is a failure", but either that universities do not yet know "how to blend properly" or that "there is a difference between what students say they like and what they do better at".

He cited recent research from the Open University, which found that students are more satisfied with courses that are "heavy on" assimilative learning and interactive elements but are better at courses with a stronger element of online discussion. He added that a meta-analysis and review of online learning studies carried out by non-profit research organization SRI International for the US Department of Education in 2010 found that students on blended learning courses achieved better outcomes. "It's still very early days and universities are still experimenting with how blended learning works," he said. "They may just not have got blended learning right yet or students may not feel properly supported."

The THE US Student Survey formed a major part of the methodology of the inaugural Wall Street Journal/Times Higher Education College Ranking, which ranked more than 1,000 US universities and colleges and was published in September. Of the students surveyed, 60,631 were taught entirely face-to-face, 31,585 were taught primarily face-to-face, 2,630 were taught mostly through a digital platform and 2,315 were taught entirely through an online platform.

Paper For Above Instructions

Introduction

In an era where education is increasingly transitioning towards blended learning models, understanding student engagement levels has become imperative. The survey conducted by Times Higher Education highlights a crucial dilemma: Are blended learning courses really achieving the desired educational outcomes? This paper aims to explore the effectiveness of blended learning educational models compared to traditional face-to-face and fully online courses, particularly focusing on student satisfaction, engagement, and perceived value.

Background Information

The literature around blended learning is diverse, showing both potential and challenges. According to Graham (2006), blended learning provides a unique opportunity to enhance student learning through a combination of face-to-face and online interactions. However, research from Allen and Seaman (2014) indicates that merely integrating technology into learning environments does not guarantee better outcomes unless educational strategies are revamped. In addition, a study by Horn and Staker (2014) emphasized the importance of proper faculty training in blended environments to foster effective teaching and learning practices.

The purpose of this proposal is to design a toy/game that utilizes principles of blended learning to enhance cognitive skills in early childhood education.

Activity Design

This activity is designed for children aged 5-7 years, who are typically in the pre-operational stage of cognitive development according to Piaget’s theory (Piaget, 1952). At this age, children are capable of symbolic thought and often learn through play. The toy/game will be called “Adventure Learning Quest” and will incorporate both physical and digital elements to create an immersive learning experience.

Materials and Design

The Adventure Learning Quest will consist of a physical board game that combines storytelling and interactive tasks, along with a companion app that children can use on tablets or smartphones. The game board will measure 2 feet by 3 feet and will be crafted from eco-friendly materials. The app will feature animated characters that guide players through different levels of the game, emphasizing key learning objectives. Parents and educators will find this design effective as it encourages cooperative play while also offering individualized learning experiences.

Description of the Activity

The activity consists of several game levels where children require completing challenges that involve critical thinking, problem-solving, and creativity. For example, players might need to solve a riddle presented by a game's character to advance. As they complete each level, they will collect rewards that can unlock mini-lessons in the app tied to educational standards, providing a blended learning experience that connects physical gameplay with online educational content.

Expected Benefits/Conclusion

In conclusion, the Adventure Learning Quest toy/game embodies the principles of blended learning through its combination of physical and digital play. By engaging children in cognitive tasks through an interactive platform, this proposal aims to support parents and educators in fostering critical thinking skills while instilling a love for learning. The incorporation of both elements ensures that children are not only entertained but are also gaining essential educational benefits.

References

• Allen, I. E., & Seaman, J. (2014). Change in the Impact of Online Learning.
• Graham, C. R. (2006). Blended Learning Systems: Definition, Current Trends, and Future Directions.
• Horn, M. B., & Staker, H. (2014). Blended: Using Disruptive Innovation to Improve Schools.
• Piaget, J. (1952). The Origins of Intelligence in Children.
• Strife, S. L., & Downey, L. (2009). Environmental Inequality: The Importance of Youth Access to Green Spaces.
• Ulset, V., Vitaro, F., Brendgen, M., Bekkhus, M., & Borge, A. I. H. (2017). Outdoor Daycare Settings and Attention-Hyperactivity Symptoms in Children.
• The Times Higher Education Survey (2016). Insights on Student Engagement in Blended Learning.
• Open University (2010). Research on Student Satisfaction in Blended Learning Solutions.
• Sharples, M. (2016). The Future of Blended Learning: Current Practices and Future Directions.
• Bebbington, W. (2016). The Future of Higher Education: Insights into Blended Learning.