عنوان

An Assessment of Design Principles for Blended Learning Courses

Number

TL53392

.Language of Text, Soundtrack etc

انگلیسی

Title Proper

An Assessment of Design Principles for Blended Learning Courses

General Material Designation

[Thesis]

First Statement of Responsibility

Almusfar, Latifa Abdullah

Subsequent Statement of Responsibility

Olfman, Lorne

Name of Publisher, Distributor, etc.

The Claremont Graduate University

Date of Publication, Distribution, etc.

2020

Text of Note

97 p.

Dissertation or thesis details and type of degree

D.P.H.

Body granting the degree

The Claremont Graduate University

Text preceding or following the note

2020

Text of Note

There is limited research defining how efficient and successful blended learning processes can be systematically designed and evaluated. Bitzer et al. (2016) provide seven principles for blended learning design. Their approach is the most comprehensive that appears in the research literature. However, their principles were formulated for corporate training. The purpose of this study is to determine whether and to what extent the principles can translate to the higher education domain. Blended learning is a method that integrates the strengths of synchronous (face-to-face) interactions with asynchronous (online) learning controlled by teachers who restructure their classroom and teach in new time-efficient ways. For instructional design, blended learning is about how to design courses that maximally benefit the learning process. To create effectively-blended courses, a total redesign of teaching methods is required to produce a meaningful and engaging integration between in-class and online learning. To achieve the research objectives of this study, a qualitative method was adopted to determine the efficacy of the use of Bitzer et al.'s (2016) principles of blended learning for higher education courses at Saudi Electronic University (SEU). The data collected through focus groups, and interviews with lecturers and technology support staff. Three case studies were conducted, each one related to an existing SEU blended learning course. These case studies allowed me to have a better understanding of the usage of blended learning in SEU and to know which of the seven principles was applied in SEU. I employed the seven blended learning principles and the three main areas of the TPACK framework to redesign the syllabus of the three courses.

Subject Term

Educational evaluation

Subject Term

Educational technology

Subject Term

Higher education

Subject Term

Information technology

Subject Term

Instructional design

Almusfar, Latifa Abdullah

Olfman, Lorne

The Claremont Graduate University

Electronic name

p

[Thesis]

276903

a

Y