Mikkel Godsk

Transforming traditional lectures into problem‐based blended learning: challenges and experiences

This paper presents our experiences and the challenges identified in transforming traditional lecture‐based modules at a university into problem‐based blended learning within a social constructivist approach. Our experiment was, among other factors, motivated by an urgent need to meet new curriculum requirements by reducing the lecturing time in a graduate course on the subject of human–computer interaction. The results indicate that it is possible successfully to transform traditional modules into problem‐based blended learning using a social constructivist approach, and moreover reduce lecturing time, support repetition and support educational differentiation.

Improving Learning in a Traditional, Large-Scale Science Module with a Simple and Efficient Learning Design

Abstract This article presents the experiences and results of using a simple learning design for transforming a traditional, large-scale, face-to-face science module in calculus into blended learning where all face-to-face lectures were replaced by webcasts and online activities. The article presents the impact on teaching and learning in terms of how the teacher and the students used the materials and the impact on the students’ performance and satisfaction. The article concludes that replacing face-to-face lectures with webcasts and online activities has the potential to improve learning in terms of a better student performance, higher student satisfaction, and a higher degree of flexibility for the students. In addition, the article discusses implications of using learning design for educational development, how learning design may help breaking with the perception that facilitating blended learning is a daunting process, and, ultimately, its potential for addressing some of the grand challenges in science education and the political agenda of today