FIGURE 1 - available via license: CC BY
Content may be subject to copyright.
An example of how blended learning forms part of the personal learning environment of individuals.
Source publication
New tools are added to the educational toolbox in order to enhance and support learning. This descriptive study expands and explains the intricate nature of blended learning. Adding to the four basic components of time, space, media and activities are the three modes of formal, informal and non-formal delivery and the external components of prior l...
Context in source publication
Citations
... Hege (2011) researched the creation and sustenance of a safe and vibrant virtual community in teaching online theological courses. Oliver (2018) studied the intricate nature of blended learning descriptively and considered how blended learning could open new pathways of teaching theology in an African context. level of training for beginners (G 14-19), the second level of pastoral training in philosophy and theology (G 20-26), and a functional level for selected candidates (G 27-28). ...
Purpose
The Catholic Church expects theological institutes, priests and seminarians to be well-informed, critical and creative users of information and communications technology. Currently, most theological institutes use the traditional face-to-face teaching method. An attempt to implement blended learning as an innovative teaching and learning modality for communication theology was made at the Saint Peter’s Pontifical Institute, Bangalore, India, using the lab-rotation model for one semester. This paper aimed to study the two important course outcomes: participation and satisfaction.
Design/methodology/approach
The course was designed using the analysis, design, development, implementation and evaluation (ADDIE) model, developed, implemented and evaluated for 21 first-year theology students. The combination of descriptive and quasi-experimental research used an online questionnaire containing statements on a five-point Likert scale. The study evaluated the potentials of blended learning as an innovative modality through student participation and satisfaction.
Findings
This research found that a high level of participation augmented satisfaction among the students during the implementation of the blended learning modality. The positive results revealed that future shepherds in the Catholic Church could effectively integrate information and communications technologies (ICTs) in their life and mission and serve digital citizens.
Research limitations/implications
The research was conducted in St. Peter’s Pontifical Institute of Theology (SPPI) for an elective course, Communication Theology, taught once a week. Only two outcomes; participation and satisfaction were studied. The respondents were 21 first-year theology students of the SPPI, which could have limited the generalizability of the results. They were not allowed to use any gadgets. So this research had to adopt a lab-rotation model wherein the students followed part of their course in the computer room.
Practical implications
This pilot experience in blended learning modality will help SPPI recognize the advantage of such an approach and possibly decide to adopt it as one modality in the institute. It may also serve as a model for other Catholic schools and this could trigger the wider adoption of blended learning among Catholic schools. Results of the study can demonstrate to the faculty how blended learning is designed and a sample module can easily guide them on how it may be implemented. Hence, this can equip them already with knowledge and skills about the new modality.
Social implications
The positive learning experiences will help the professors to further discover and adopt new and existing learning technologies that can enhance the learning atmosphere for post-millennials. They can now innovate teaching and learning strategies to best address the learning needs in their classroom, given the pervasiveness of ICTs in the everyday lives. This study will also provide a new learning option for the students as they undergo a new student-centred learning exercise.
Originality/value
The pioneering effort of integrating ICTs in the form of blended learning in theology curriculum was executed in SPPI. The application of the blended learning approach to teaching communication theology is innovative in that educational technology is not only applied to theology courses but involves the promotion of technology use among future religious leaders. From a long-term perspective, this attempt can transform traditional face-to-face dominated teaching approaches.
... Blended learning is one of the learning alternatives to using technology in education. Blended learning is not only a blend of straight instruction (face to face) and online instruction but more than that as a component and common relation [9][10]. ...
This study aims to know (1) the effect of Geogebra assisted blended learning in enhancing spatial geometry ability, (2) the response of the learning. This research method uses quantitative research with a quasi type experimental design and research design using the pretest-posttest control group. The subject was Mathematics Education students on State Institute of Islamic Religion (IAIN) Takengon who studied field and space analytic geometry in the academic year 2019/2020. Data collection using tests and questionnaires that are validated by experts. The data hypothesis test uses the t-test involving requisite pretests (normality and homogeneity) beforehand. The results showed that Geogebra assisted blended learning was effective in enhancing geometry spatial ability, and students' response was also very good. 1. Introduction Technology has an important role in learning [1]. Information technology helps students to develop their abilities in the 21st century. Technology, as a tool used in learning, has unbelievably comprehensive benefits. The use of this advanced technology has reached many sectors, including education schools and higher institutions [2]. Technology has become an important source of learning. Several research results in applying technology in the instruction and learning process have developed rapidly [3-8]. There are many options for choosing a technology that is taken based on needs and goals. Blended learning is one of the learning alternatives to using technology in education. Blended learning is not only a blend of straight instruction (face to face) and online instruction but more than that as a component and common relation [9-10]. Students have a good understanding of the learning objectives conveyed; online learning must have a good and attractive appearance. One of the software used in increasing online learning exciting and attractive, is GeoGebra's open source software.
... Blended learning is one of the learning alternative in using technology in education. Blended learning learning is not only a combination of direct teaching (face to face) and online teaching [7] [8]. The blended learning approach helps teachers/lectures and students to create mutual understanding about important concepts with learning culture and provides an opportunity to strengthen them in a dynamic classroom atmosphere. ...
... While some researchers are sceptical about the digital native concept (Magrino & Sorrell, 2013;Jones & Czerniewicz, 2010), it seems to be a generally accepted view that the present generation makes use of ICT in ways that their predecessors did not and that this can be harnessed in the education environment. In fact, Oliver (2018) is convinced that using ICT is "imperative" in the South African teaching and learning context (p. 2). ...
As a lecturer at a higher education institution in South Africa, the author is conscious of an emphasis placed on multimodal resources as part of the globally experienced shift to teach remotely due to the COVID-19 epidemic. In this autoethnographic study, she critically reflects on her experience in planning and executing the implementation of a custom-made multimodal resource called WIReD. WIReD is an acronym for writing, information literacy and reading development. She situates academic literacy and WIReD within the theoretical framework of multiliteracies, and thereafter provides background in terms of the study context and gives a brief description of WIReD. The methodology section includes the data used, a brief discussion on validity, reliability, and the reflexive process. The data analysis led to two broad categories of implementation inhibitors, namely inadequate resources and collaboration. These hindrances highlight broader issues with regard to institutional management, lecturers, and the needs of students in the South African higher education context.
... Hege (2011) researched the creation and sustenance of a safe and vibrant virtual community in teaching online theological courses. Oliver (2018) studied the intricate nature of blended learning descriptively and considered how blended learning could open new pathways of teaching theology in an African context. level of training for beginners (G 14-19), the second level of pastoral training in philosophy and theology (G 20-26), and a functional level for selected candidates (G 27-28). ...
Abstract: Communication is the basic principle and an essential dimension of Christian theology. The recent advancements in information and communications technology compel theologians and seminarians to be creative users of this new technology. Besides, theological institutes recognise the importance of integrating teaching communication-related theology courses with information and communication technology. Hence, this paper aims to analyse the potential of teaching Communication Theology to future priests using communication technology in blended learning modality. An online questionnaire was sent to theology students in Chile, India, Indonesia, and the Philippines to identify and to analyse the respondents’ learning needs. Findings reveal that the student-respondents have social media accounts and are willing to participate in a blended learning course on Communication Theology. The majority of them believe that blended learning will contribute to the efficient delivery of instruction. Recommendations clarify how theological institutes can proceed and establish a blended learning course for Communication Theology.
... Hege (2011) researched the creation and sustenance of a safe and vibrant virtual community in teaching online theological courses. Oliver (2018) studied the intricate nature of blended learning descriptively and considered how blended learning could open new pathways of teaching theology in an African context. level of training for beginners (G 14-19), the second level of pastoral training in philosophy and theology (G 20-26), and a functional level for selected candidates (G 27-28). ...
... Blended learning is a mixed-learning environment in which teachers use e-learning with traditional class teaching activities. It can be described as the combination of face-to-face teaching with online education (Oliver, 2018). E-learning helps learners overcome the limitations of time and place. ...
Modern information and communication technologies affect all areas of life significantly, including education and learning. Cloud storage tools are one of the forms of modern information technologies that are employed to serve the educational process. The current research aims to study the use of Google cloud applications (Google Classroom, Google Plus and Google Drive) in education and to determine the most appropriate web-based training environment in view of the level of usability. The experimental method was applied in this study using a sample of 200 students from Imam Abdul Rahman bin Faisal University. The current research found that there was some convergence in the usability of the three environments. Based on the results of the study, it was found that the environment of Google Classroom has the highest usability value (86.45), and also showed statistically significant differences in scholastic achievement in the application the service of Google Classroom in the educational process.
South Africa’s Plan for Higher Education identified equity and redress as key objectives guiding institutional transformation. This encompasses granting individuals fair opportunities to enter higher education and succeed therein. The COVID-19 pandemic which abruptly disrupted the 2020 academic year highlighted several challenges which have implications for student success. Academic continuity in the form of online learning was pursued by most higher education institutions. However, the remoteness of rural communities, which typifies the home environments for many South African students, threatened to exclude such students from online learning activities. The lack of access to digital devices as well as reliable internet connectivity in many of these communities impacted students’ ability to engage in online learning as well as access campus-based support services. The imposed lockdown therefore caused heightened anxiety and feelings of isolation from academic activities amongst the South African student population. Since access to on-campus support systems was no longer possible, student wellness and ongoing academic engagement was potentially compromised. Increasingly, the mental health cost of remote learning was becoming apparent, with higher education institutions compelled to rethink how student support services are delivered. In the absence of face-to-face support services during the hard lock-down period, the emergent need was to identify new ways of reaching out to displaced students who may be experiencing both academic and personal distress under conditions of daunting technological changes and virtual forms of engagement, social isolation, socio-economic disadvantage and psycho-social stressors. While blended learning and hybrid forms of holistic student support were accelerated by the advent of the Covid-19 pandemic, the blended approach has become an indelible reality of Higher Education that is here to stay. As such, reflections on how student support services at universities in South Africa have adapted and need to continuously evolve in the face of an uncertain world, is both timely and necessary if the goal of promoting equal access and success in Higher Education – for all - is to be fully realized.
The presented paper demonstrates the results of a survey conducted at the Institute of Distance Learning (IDL), Saint Tikhon’s Orthodox University. The survey aimed at investigating the attitude of scientists and practitioners to the issue of communication when teaching and learning theology through distance education. Familiarization with the teaching experience at DEI was organized by means of interviewing teaching staff of the department of new technologies in education in the humanities. Semi-structured interview was employed as a method to collect information for research purposes. Having studied the respondents’ answers to the questions on students and teachers collaboration quality assurance the collective of authors came to the conclusion that agreement of opinion, like-mindedness and trust among the participants of distance educational process are possible and even necessary to make it well-worked. The research findings illustrate that the instruments of distance educational system allow achieving deep interpersonal interaction between learners and teachers and high quality of education on the condition that the participants of educational process are minded to use these instruments and skilled for that. Comparing foreign approach to communication process organization when teaching theology online with the experience of the research participants, authors drew the following conclusions: 1. IDL teachers apply a blended teaching and learning model referring to the point that a teacher may act as an expert translating knowledge, on one hand, and organize, moderate interaction among the learners, on the other hand; 2. Study participants, like their foreign colleagues, face the lack of methodical competence when organizing teaching and learning online; 3. Surveyed teachers utilize in an inadequate degree the opportunities provided by the distance educational system to organize interpersonal interaction.
