Pedagogical and Design Aspects of a Blended Learning Course

Based on recent research reports, the blended learning model, which combines face-to-face and online learning, is now the preferred model for online course design. Its superiority over online learning, which lacks face-to-face interaction, is evident from studies that examined both student achieveme...

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Autores principales:	Karen Precel, Yoram Eshet-Alkalai, Yael Alberton
Formato:	article
Lenguaje:	EN
Publicado:	Athabasca University Press 2009
Materias:	Online learning blended-learning model usability pedagogical design Special aspects of education LC8-6691
Acceso en línea:	https://doaj.org/article/6afff0fdd73f494f951e6941834a60c5
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spelling	oai:doaj.org-article:6afff0fdd73f494f951e6941834a60c52021-12-02T19:26:05ZPedagogical and Design Aspects of a Blended Learning Course10.19173/irrodl.v10i2.6181492-3831https://doaj.org/article/6afff0fdd73f494f951e6941834a60c52009-04-01T00:00:00Zhttp://www.irrodl.org/index.php/irrodl/article/view/618https://doaj.org/toc/1492-3831Based on recent research reports, the blended learning model, which combines face-to-face and online learning, is now the preferred model for online course design. Its superiority over online learning, which lacks face-to-face interaction, is evident from studies that examined both student achievement and satisfaction. Nevertheless, there is ambiguity in the literature and in the field regarding the proper implementation of blended learning and the optimal proportions between online and F2F components in various learning scenarios. The range of contradictory reports in recent literature on the potential of different blended learning models shows the need for more research on specific blended learning courses in order to establish proper standards for effective course design and implementation. The present evaluation study focuses on students’ perceptions of pedagogical and design issues related to a new model for blended learning that was used in a graduate-level course at the Open University of Israel. Fifty-eight of the course’s 91 students participated in the study and completed a questionnaire regarding three major aspects of the course design: (1) pedagogy, (2) textbook format (print vs. digital), and (3) learning environment usability. The results illustrate the importance of completing the pedagogical and visual design of online learning in advance. Also, the course model suggests ways to bridge the gaps between students and instructors and students and their peers, which are typical of online learning in general and open universities in particular.Karen PrecelYoram Eshet-AlkalaiYael AlbertonAthabasca University PressarticleOnline learningblended-learning modelusabilitypedagogical designSpecial aspects of educationLC8-6691ENInternational Review of Research in Open and Distributed Learning, Vol 10, Iss 2 (2009)
institution	DOAJ
collection	DOAJ
language	EN
topic	Online learning blended-learning model usability pedagogical design Special aspects of education LC8-6691
spellingShingle	Online learning blended-learning model usability pedagogical design Special aspects of education LC8-6691 Karen Precel Yoram Eshet-Alkalai Yael Alberton Pedagogical and Design Aspects of a Blended Learning Course
description	Based on recent research reports, the blended learning model, which combines face-to-face and online learning, is now the preferred model for online course design. Its superiority over online learning, which lacks face-to-face interaction, is evident from studies that examined both student achievement and satisfaction. Nevertheless, there is ambiguity in the literature and in the field regarding the proper implementation of blended learning and the optimal proportions between online and F2F components in various learning scenarios. The range of contradictory reports in recent literature on the potential of different blended learning models shows the need for more research on specific blended learning courses in order to establish proper standards for effective course design and implementation. The present evaluation study focuses on students’ perceptions of pedagogical and design issues related to a new model for blended learning that was used in a graduate-level course at the Open University of Israel. Fifty-eight of the course’s 91 students participated in the study and completed a questionnaire regarding three major aspects of the course design: (1) pedagogy, (2) textbook format (print vs. digital), and (3) learning environment usability. The results illustrate the importance of completing the pedagogical and visual design of online learning in advance. Also, the course model suggests ways to bridge the gaps between students and instructors and students and their peers, which are typical of online learning in general and open universities in particular.
format	article
author	Karen Precel Yoram Eshet-Alkalai Yael Alberton
author_facet	Karen Precel Yoram Eshet-Alkalai Yael Alberton
author_sort	Karen Precel
title	Pedagogical and Design Aspects of a Blended Learning Course
title_short	Pedagogical and Design Aspects of a Blended Learning Course
title_full	Pedagogical and Design Aspects of a Blended Learning Course
title_fullStr	Pedagogical and Design Aspects of a Blended Learning Course
title_full_unstemmed	Pedagogical and Design Aspects of a Blended Learning Course
title_sort	pedagogical and design aspects of a blended learning course
publisher	Athabasca University Press
publishDate	2009
url	https://doaj.org/article/6afff0fdd73f494f951e6941834a60c5
work_keys_str_mv	AT karenprecel pedagogicalanddesignaspectsofablendedlearningcourse AT yorameshetalkalai pedagogicalanddesignaspectsofablendedlearningcourse AT yaelalberton pedagogicalanddesignaspectsofablendedlearningcourse
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Pedagogical and Design Aspects of a Blended Learning Course

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