Pub Date : 1900-01-01DOI: 10.4018/978-1-7998-6940-5.CH008
F. Fovet
This chapter examines the pivot to online and bended learning which occurred during the COVID health crisis and highlights how blended learning has emerged by far as the most popular and sustainable delivery option. The COVID pivot has also demonstrated, however, that blended learning too often ignores social inequities, and as a result allows them to become exacerbated. The chapter examines ways to support K-12 teachers as they seek to support social justice objectives within blended learning environments and suggests that universal design for learning can serve as a user-friendly and hands-on framework to address learner diversity in these innovative hybrid learning environments. The chapter further explores the repercussions this reflection has in relation to pre-service teacher training, in-service professional development, and leadership culture.
{"title":"Exploring the Use of Universal Design for Learning to Support In-Service Teachers in the Design of Socially-Just Blended Teaching Practices","authors":"F. Fovet","doi":"10.4018/978-1-7998-6940-5.CH008","DOIUrl":"https://doi.org/10.4018/978-1-7998-6940-5.CH008","url":null,"abstract":"This chapter examines the pivot to online and bended learning which occurred during the COVID health crisis and highlights how blended learning has emerged by far as the most popular and sustainable delivery option. The COVID pivot has also demonstrated, however, that blended learning too often ignores social inequities, and as a result allows them to become exacerbated. The chapter examines ways to support K-12 teachers as they seek to support social justice objectives within blended learning environments and suggests that universal design for learning can serve as a user-friendly and hands-on framework to address learner diversity in these innovative hybrid learning environments. The chapter further explores the repercussions this reflection has in relation to pre-service teacher training, in-service professional development, and leadership culture.","PeriodicalId":270659,"journal":{"name":"Re-Envisioning and Restructuring Blended Learning for Underprivileged Communities","volume":"88 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133580852","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.4018/978-1-7998-6940-5.CH013
Tobias Marevesa, Esther Mavengano
Face-to-face as a model of instruction is most preferred by instructors in Zimbabwe and particularly those at Great Zimbabwe University. Lecturers at this institution feel more comfortable and confident delivering their content through lectures. Therefore, the transformation from face-to-face instruction to blended learning is a challenge that requires serious academic conversations. Knowles' adult learning theory is utilised in this study to interrogate the preparedness and readiness of both staff and students at the Great Zimbabwe University to pave the way for a pedagogical shift from face-to-face instruction to blended learning in the context of COVID-19 pandemic. The major contention in this study is that the conception of blended learning and its didactical and pedagogical approach is still a problematic transition for instructors at the Great Zimbabwe University. It was concluded that while this may be the case, blended learning could still be a panacea to the problems of the outbreak of coronavirus disease.
{"title":"Investigating the Readiness of a Developing Country to Adopt Blended Learning as a Pedagogical Approach During the COVID-19 Pandemic","authors":"Tobias Marevesa, Esther Mavengano","doi":"10.4018/978-1-7998-6940-5.CH013","DOIUrl":"https://doi.org/10.4018/978-1-7998-6940-5.CH013","url":null,"abstract":"Face-to-face as a model of instruction is most preferred by instructors in Zimbabwe and particularly those at Great Zimbabwe University. Lecturers at this institution feel more comfortable and confident delivering their content through lectures. Therefore, the transformation from face-to-face instruction to blended learning is a challenge that requires serious academic conversations. Knowles' adult learning theory is utilised in this study to interrogate the preparedness and readiness of both staff and students at the Great Zimbabwe University to pave the way for a pedagogical shift from face-to-face instruction to blended learning in the context of COVID-19 pandemic. The major contention in this study is that the conception of blended learning and its didactical and pedagogical approach is still a problematic transition for instructors at the Great Zimbabwe University. It was concluded that while this may be the case, blended learning could still be a panacea to the problems of the outbreak of coronavirus disease.","PeriodicalId":270659,"journal":{"name":"Re-Envisioning and Restructuring Blended Learning for Underprivileged Communities","volume":"31 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123117970","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.4018/978-1-7998-6940-5.CH014
J. Pool, A. D. Toit
Blended learning provides possibilities for redesigning courses to be more inclusive and to accommodate diverse student learning needs. Various factors, including socio-economic inequalities and the digital divide, hinder students in higher education from experiencing the full potential benefits of blended learning. Events around the COVID-19 outbreak required that educational programs be offered online or in a blended mode, ensuring the continuation of educational programs. The community of inquiry (CoI) framework is a valid instrument to measure quality of online learning focusing on four important presences that contribute to quality learning. It can therefore be used by lecturers to (re)design and evaluate effective blended learning environments. The study focused on developing practical guidelines with applicable examples for establishing and sustaining CoI in blended learning to include more students with diverse access to resources. In addition, overarching recommendations for amelioration of the digital divide of students in blended learning were made.
{"title":"Principles and Guidelines for Establishing Communities of Inquiry in Blended Learning to Broaden Student Participation","authors":"J. Pool, A. D. Toit","doi":"10.4018/978-1-7998-6940-5.CH014","DOIUrl":"https://doi.org/10.4018/978-1-7998-6940-5.CH014","url":null,"abstract":"Blended learning provides possibilities for redesigning courses to be more inclusive and to accommodate diverse student learning needs. Various factors, including socio-economic inequalities and the digital divide, hinder students in higher education from experiencing the full potential benefits of blended learning. Events around the COVID-19 outbreak required that educational programs be offered online or in a blended mode, ensuring the continuation of educational programs. The community of inquiry (CoI) framework is a valid instrument to measure quality of online learning focusing on four important presences that contribute to quality learning. It can therefore be used by lecturers to (re)design and evaluate effective blended learning environments. The study focused on developing practical guidelines with applicable examples for establishing and sustaining CoI in blended learning to include more students with diverse access to resources. In addition, overarching recommendations for amelioration of the digital divide of students in blended learning were made.","PeriodicalId":270659,"journal":{"name":"Re-Envisioning and Restructuring Blended Learning for Underprivileged Communities","volume":"11 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121174614","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.4018/978-1-7998-6940-5.CH001
Chantelle Bosch
The focus for blended learning in education has grown immensely in the last decade. The outbreak of the COVID-19 pandemic in 2020 ignited the need to transform the traditional face-to-face classroom setting to online and blended learning environments. These transitions can be a daunting and challenging task, especially in underprivileged communities where resources are few and facilitators and institutions are not well-equipped to make the change. This chapter provides a theoretical overview of blended learning that focusses on defining blended learning, benefits and challenges of blended learning, and blended learning models. The chapter concludes by presenting “a blended learning toolbox” that can be used to assist facilitators in the design process of blended learning environments.
{"title":"A Blended Learning Toolbox for Educators","authors":"Chantelle Bosch","doi":"10.4018/978-1-7998-6940-5.CH001","DOIUrl":"https://doi.org/10.4018/978-1-7998-6940-5.CH001","url":null,"abstract":"The focus for blended learning in education has grown immensely in the last decade. The outbreak of the COVID-19 pandemic in 2020 ignited the need to transform the traditional face-to-face classroom setting to online and blended learning environments. These transitions can be a daunting and challenging task, especially in underprivileged communities where resources are few and facilitators and institutions are not well-equipped to make the change. This chapter provides a theoretical overview of blended learning that focusses on defining blended learning, benefits and challenges of blended learning, and blended learning models. The chapter concludes by presenting “a blended learning toolbox” that can be used to assist facilitators in the design process of blended learning environments.","PeriodicalId":270659,"journal":{"name":"Re-Envisioning and Restructuring Blended Learning for Underprivileged Communities","volume":"9 2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125918512","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.4018/978-1-7998-6940-5.CH012
Samuel Amponsah, Simon-Peter Kafui Aheto, G. M. Anapey, Olivia Oatf Kwapong
The University of Ghana Distance Education Programme was not spared from the disruptions brought about by the COVID-19 pandemic. Management of the Department needed to make a radical move to shift from its hybrid system of delivery to a full-fledged online delivery. In spite of the limited time for this move, a lot of creative planning had to go into this, which led to a virtual training of 340 tutors, through four modules, to prepare them adequately for the task. Aside from assessing the planning and the virtual training aforementioned, this reflective paper also delves into other important issues such as the rolling out of a virtual/online academic and counselling support and architecture for monitoring of all the 228 courses that were moved onto the online space. This paper has implications for both policy and institutions that might be faced with similar circumstances, and it makes suggestions for exploration of other useful tools for delivery and monitoring that would contribute to better online engagements.
{"title":"Arrangements for Online Engagements of Distance Learners in the Wake of the COVID-19 Pandemic","authors":"Samuel Amponsah, Simon-Peter Kafui Aheto, G. M. Anapey, Olivia Oatf Kwapong","doi":"10.4018/978-1-7998-6940-5.CH012","DOIUrl":"https://doi.org/10.4018/978-1-7998-6940-5.CH012","url":null,"abstract":"The University of Ghana Distance Education Programme was not spared from the disruptions brought about by the COVID-19 pandemic. Management of the Department needed to make a radical move to shift from its hybrid system of delivery to a full-fledged online delivery. In spite of the limited time for this move, a lot of creative planning had to go into this, which led to a virtual training of 340 tutors, through four modules, to prepare them adequately for the task. Aside from assessing the planning and the virtual training aforementioned, this reflective paper also delves into other important issues such as the rolling out of a virtual/online academic and counselling support and architecture for monitoring of all the 228 courses that were moved onto the online space. This paper has implications for both policy and institutions that might be faced with similar circumstances, and it makes suggestions for exploration of other useful tools for delivery and monitoring that would contribute to better online engagements.","PeriodicalId":270659,"journal":{"name":"Re-Envisioning and Restructuring Blended Learning for Underprivileged Communities","volume":"21 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121459719","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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