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Online Submission, US-China Education Review A v3 n5 p320-324 May 2013

This study of empirical research investigates four specific questions on blended instruction: Is there compatibility of blended instruction with accepted learning constructs? Should there be any consideration of program audience that are better suited for this teaching method? and Is there evidence on the effectiveness of the pedagogy of blended learning itself and finally how are planned learning outcomes affected by this instructional method? In reviewing the empirical studies of others, it was found that the use of blended instruction is in fact very compatible with most of our commonly accepted practices of learning theory. In examining the factor of the audience in terms of successful learning results, there are noticeable differences that materialize, such as a generational demograph, the component of a student's intuitive learning quotient, and the pre-existing attitudes of the student on blended instruction. As far as the overall effectiveness of the pedagogy goes, it was found that this teaching method will lead to higher-level and higher-order thinking skills, a deeper appreciation of an academic community and an increase in self-regulated skills, such as time management. Finally, there is some evidence that suggests that in blended instruction, the use of concrete-sequential learning modules, the integration of greater visual imagery, and access to customized time allotment, there will be a positive impact on overall student outcomes. In summation, we can infer that when an instructor takes the effort and integrates well-constructed blended teaching principles aligned with individual students' needs, the final course outcomes will be just as or even more effective for most students compared to a direct face-to-face class environment.

Descriptors: Thinking Skills, Learning Modules, Learning Theories, Blended Learning, Time Management, Imagery, Sequential Learning, Educational Technology, Conventional Instruction, Teaching Methods, Instructional Effectiveness





Autor: Pregot, Michael V.

Fuente: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=1644&id=ED543176







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