Esyin Chew

Critical Review of the Blended Learning Models Based on Maslow's and Vygotsky's Educational Theory

Blended learning involves the combination of two fields of concern: education and educational technology. To gain the scholarly recognition from educationists, it is necessary to revisit its models and educational theory underpinned. This paper respond to this issue by reviewing models related to blended learning based on two prominent educational theorists, Maslows and Vygotskys view. Four models were chosen due to their holistic ideas or vast citations related to blended learning: (1) E-Moderation Model emerging from Open University of UK; (2) Learning Ecology Model by Sun Microsoft System; (3) Blended Learning Continuum in University of Glamorgan; and (4) Inquiry-based Framework by Garrison and Vaughan. The discussion of each model concerning pedagogical impact to learning and teaching are made. Critical review of the models in accordance to Maslow or Vygotsky is argued. Such review is concluded with several key principles for the design and practice in blended learning.

Over the Worst or at the Eye of the Storm

Purpose – Using the analogy of e‐learning as “the perfect storm”, the aim of this paper is to explore the disruptive nature of e‐learning in higher education.Design/methodology/approach – Taking a case study of a university, the paper explores the movement from an e‐intensive approach to e‐learning into an on‐campus blended learning approach. What are the lessons for higher education and how responsive are we to the new challenges. Is blended learning creating a new stability after change, or is it placing the university in the eye of the storm, a still small moment within an ongoing change process?Findings – The paper presents findings from the E‐College Wales (ECW) project, looking at the disruptive effect on such a learning organisation from student, staff and management perspectives. It concludes by moving the focus from the e‐intensive ECW project to focus on the developments during the first year of a blended learning project and the disruption endemic in such a developmentOriginality/value – The pa...

The marriage of Rousseau and blended learning: an investigation of 3 higher educational institutions' praxis

This paper sets out the central problem of current blended learning research that it does not have an appropriate focus on educational theory. The paper explains how the blended learning praxis in higher education can be understood in terms of Rousseaus educational theory. The research methods for collecting qualitative data from 28 academics in 3 universities are explained concisely. The analysis and discussion of institutional practices are used to identify best practice for blended learning. The role of the educator and student on holistic learning are examined. Overall, the authors urge that the focal point of blended learning research should not merely focus on the innovative technology and instructional design issues; educational theories remain the fundamental foundation for any educationalist as well as for any educational technologist.

Changing Attitudes in Learning and Assessment: Cast-Off "Plagiarism Detection" and Cast-On Self-Service Assessment for Learning.

Considering the change of attitudes of plagiarism detection to assessment for learning, it is necessary to explore the effect of the paradigm shift for Turnitin, from ‘plagiarism detection’ to self-service learning aid. Two research questions are explored in the present study: (1) How Turnitin augments self-service skills of students and lecturers to inform learning enhancement? and (2) What is the polarity of positive and constructive experience with the use of Turnitin to narrow the gap between students’ expectations and university standards? Taking cross-disciplinary groups of academics and students, the study identifies their experiences. The findings suggest that Turnitin enables students to conduct self-service and independent learning through the pedagogical use of the originality report. Turnitin should not be used as a ‘plagiarism detection’ tool. Instead, it can act as a self-assessment and self-learning aid to inform writing enhancement. Recommendations and insights are discussed for such pedagogical use.

The blended learning journey of the university of Glamorgan

This paper provides a case study of an institutional journey of enhancing learning and teaching with technology as a catalyst of change. The paper considers one such set of institutional efforts to generate change - at many levels, including pedagogic change - through technology. Such institutional activities have enhanced learning and teaching experiences this is supported by both internal and external evidence. The summary of the journey are drawn from the institutional efforts: (1) Challenge: enhancement than embedding; (2) Celebrate the focus: Pedagogy than technology; (3) Change: student experience-driven change.

A UK Case Study - Technology Enhances Educational Experiences in the University of Glamorgan

This paper provides a critical exploration of an institutional case study in the UK. The University of Glamorgan is one of a number of UK Higher Educational Institutions whish has taken a whole institutional commitment to blended learning. The paper use case study research method to report the educational technologies that have implemented across the institution with qualitative experiences and views. The case study aimed to provide insights which can be compared and contrasted with the experiences in other institutions to inform researchers who are attempting related development. The research also recognises the disciplinary differences and the issue of “technology in education”. It is further argued that researchers must shift the focus from technology in education to “education in technology” in the emphasis of education and pedagogy than technology alone.

The “e”-vangelist's plan of action – exemplars of the UK universities' strategies for blended learning

There have been national studies concentrating on institutional e-learning or blended learning practices in both the UK and US. Using comparative case study methods, this research adds to the growing number of studies by exploring two institutional policies and strategies for blended learning. The findings are reflected in four dimensions (1) a single strategy for blended learning promotes an institutional-wide adoption without confusion; (2) such an institutional strategy ought to be clear, simple and driven by research and support from an inter-disciplinary centre; (3) Disciplinary and individual-tailored support and external funded projects are necessary for further motivation; and (4) it is recommended to provide recognition for innovative teaching excellence and research excellence for blended learning directly from the top management.

Seams remain in seamless learning

Purpose This paper aims to identify the digital gaps in seamless learning concept within the higher educational institutions (HEIs) context. Design/methodology/approach The most cited mobile-assisted seamless learning framework, recent Educause higher education research report and relevant articles have been reviewed. Findings The digital gaps among educators and students hinder the implementation of the seamless learning framework in HEIs. Practical implications The finding will inform HEIs in addressing digital gaps to ensure learning and teaching enhancement with educational technology across institutions. It will also be useful for the design and improvement of the seamless learning framework. The finding may also be useful in creating awareness among educators and students as to the benefit of educational technologies. Originality/value No previous viewpoints have been published on digital gaps in the seamless learning concept. The digital gaps among educators and students constitute one of the most critical issues in implementing technology-assisted teaching and learning design in HEIs. This paper addresses the root of the problem by examining the digital gaps among educators and students within the seamless learning framework.

Enhancing international postgraduates’ learning experience with online peer assessment and feedback innovation

Internationalisation and assessment and feedback are one of the main research agenda in the UK higher education. The study reports the Higher Education Academy Economics Network-funded research for international students’ experience with peer assessment and feedback innovation. The Vygotsky’s Zone of Proximal Development (ZPD) theoretical framework is used to analyse students’ experience. The finding demonstrates that peer assessment practice enhances assessment and feedback experience for international students. However, the heterogeneity in assessors’ ability levels may affect the confidence of students in peer assessment. Independent justification for providing peer assessment or making sense of received feedback is necessary. The model of PeerMark’s ZPD is suggested to become part of the peer assessment for learning ecosystem in order to empower learning experience rather than to provoke diffidence.

Blended Learning in Engineering Education: Curriculum Redesign and Development

There are both psychomotor and cognitive skills that need to be developed in engineering education. E-learning such as computer-aided design (CAD) and virtual simulation can enhance the learning experience; however, the development for the psychomotor skills is limited. Grounded on the educational theory by Dewey, “learning by doing,” the paper presents the revamp of the engineering curriculum development with blended learning. Such redesigning of the engineering design subject used the blend of online tutorials, CAD with face-to-face workshop activities, field trips, and laboratory and in-class activities using modeling compounds to replace most of traditional classroom lectures and tutorials. The methods and implications of the redesign of curriculum are reported. As a result, students’ learning experiences were enhanced with the evidence in the subject evaluation report.