Five Papers of Blende Learnig-bibliography1

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Oliver, M., & Trighwell, K. (2005). Can 'blended learning' be

redeemed? E-Learning, 2(1), 17-26.

This paper can be divided into two parts: one part is to review several

definitions of blended learning in previously researches and argue against those

perspectives. The other part is to demonstrate what their consideration of blended learning is.

They quote peters viewpoints ,constructivism, and variation theory (Marton & Booth, 1997;

Prosser & Trigwell,1999) to describe the blended learning should be refocused, not from

instructors perspectives, but on the variation of experiences that learner gained. The actually

blended learning would be achieved by students through experiencing variation and should

have improvements in learning. The previous perspectives of blended learning discussed in this

article are presented in table 1.

Table 1

The perspectives of previous researches

Author/year What to be

blended?

Authors objections(suggestions)

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e-learning,

traditional

learning

The definition of these two

terminologies is vague.

There is no principle underlying it.

Dreyfuss(20

01)

Online learning,

Face-to-Face

Why we need online learning?

It doesnt have to much different

between online learning and face-to-

face learning

media Using the technology for pedagogic

advantages will be the trend.

It seems not appropriate to be the only

statements of blended learning.

contexts Context is hard to pin down.

Even in the same context, learners will

have different experiences.

Theory of

learning

Some theories are based on the

opposite perspectives.

Drislcoll(200

2)

Learning

objectives

This position is more likely about

design. However, we have learning and

instructional design already.

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Pedagogic Why we should mix these different

pedagogies?

This type of blending is still based on

the instructors view.

The issue of blended learning discussed in plenty of researches. This

new point from learner experiences is a brand-new thinking when

addressing to define the term. However, it is facilitation for people to

realize and use the termblended learning or it is an interference with

practical use. This is due to the learning experience or perceptions are

complicated and difficult to measure.

There is a disagreement of authors point. The pedagogies originate

from the learning theory; each of them develops based on the specific

hypothesis and theory. If we cannot consider the combination of the

learning theory as a blended learning then the combination of pedagogies

cant.

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This is a review article of blended learning. The scope of this paper is

limited in empirical study within higher education and it is discussed about

the methodology and the focus of researches. Besides, database are from

Science Direct, ProQuest, ERIC (Education Resources Information Centre),

Educational Research Abstracts and the British Education Index. The used

keywords are: blended learning, face-to-face learning, on-line learning,

computer-mediated learning, and e-learning (as well as combinations of

these)

According to this review article, the methodologies predominantly used

in sequence are case study, survey-type studies, comparative studies and

comparatively more holistic studies. The author describes every method,

the different focus varying with methods, and briefly descriptions of some

researches. To follow, he demonstrates the limitation of each method and

suggests for future works.

There is a great deal of case-studied researches. The suggestion of this

type of studies is that we need to redesign the courses according to the

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see if any differences exist.

(2) To find out the researches with similar context and compare their

conclusion to see the results are similar or divergent.

(3) Try to use statistic tools to help analyzing the factors in blended

learning.

Ginns, P., & Ellisa, R. (2007). Quality in blended learning: Exploring

the relationships between on-line and face-to-face teaching and

learning. Internet and Higher Education, 10, 5364.

The purpose of this paper is to examine the relationship between

learning experiences and the quality of e-learning in blended environment.

This study takes a semi-exploratory approach. Firstly, to demonstrate

thirty-one factors of the learning experiences according to prior literatures.

Secondly, to utilize the factor analysis to seek the related factors and

integrate them into four major categories: Good e-Teaching, Good e-

Resources, Student Interaction, and Appropriate Workload.

The author postulated eight scale factors structure (Good e-Teaching,

Good e-Resources, Student Interaction and Engagement, Clear Goals and

Standards, Appropriate Assessment, Appropriate Workload, Student

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Management, and Blended Learning) to appraise the quality of e-learning.

In order to prove the hypothesis, the author calculate the correlation coefficient

between these eight postulated factors and the above four categories. Last, using cluster

analysis distinguishes the students into two different groups.

The objects of this study are 127 Veterinary Science students from

years three and four of a five year undergraduate degree. They can divide

into 61 students from third year course and 66 from fourth year course. And

the questionnaires used are 32-item e-Learning Experience Questionnaire

and the 20-item Study Process Questionnaire-Revised in order to collect the

students learning experiences.

Students learning approaches (deep or surface) and final grade for the

course are reliably related to the quality of the whole of the course.

This paper has deliberate and logic process. The hypothesis is proved

by statistical methods which contribute to the reliability of the results.

However, the topic of this paper seems not appropriate to the content. The

relationships between on-line and face-to-face teaching and learning are

not discussed. Besides, the thirty-one items from literatures need to be

clarified. Sometimes we use the same term to describe a concept but its

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meaning is different varying with different person.That will be a little vague

although the factor analysis is used.

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Balram, S., & Dragievi, S. (2008). Collaborative spaces for GIS-

based multimedia cartography in blended environments.

Computers & Education, 50(1), 371-385.

This article provides an 18i collaborative model for instructors to

manage the learning process. The model based on the constructivism and

human cognition and adopted the previous studies results. The author

construct an interaction space with these 18 factors and divide the space

into four aspects which are: students, instructors, course contents, and

course products. The model is as follows (Fig. 1). From left to right is to start

with instructor oriented learning/teaching to learner oriented. Course

content represents the blended learning environment. The course product

is to use the output driven to assist leaners motivation and retention.

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Note. From Collaborative spaces for GIS-based multimedia cartography

in blended environments, by S. Balram, & S. Dragievi, 2008, Computers

& Education, 50(1), 371-385.

Also the dynamic of the learning process are described in this paper

with the concept of fuzzy. Figure 3 shows the learning process of learners. It

sketches the learner pathway and instructor pathway and how the learning

process changes due to the interactions between them.

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As the author says this model need more further implementation and

evaluation. It cant be generalized to diverse context. Although it

demonstrates a clear and specific construction of learning process and the

learning model for instruction design, it still need more evidence and

experiments to prove the reliability and the relationship between each

item.

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Five Papers of Blende Learnig-bibliography1