A Case for Blended Learning: Integrating Massive Open Online Courses in Traditional Degree Programmes, (Published)
In 2008, when they first emerged, Massive Open Online Courses (MOOCs) were regarded as an opportunity to transform traditional education. They were expected to bring changes to the way knowledge is conceived and delivered and open the door to education that is more accessible, more affordable, more global and, at the same time, more individualized. MOOC platforms were seen as a conducive learning environment in which students could acquire new knowledge and skills in an autonomous and collaborative manner. However, despite the advantages that they offer, MOOCs have had a limited impact on higher education. The present paper will review the potential and challenges of the MOOC learning model and make a case for blended learning as a viable educational alternative.
Keywords: Higher Education, MOOCs, blended learning, online learning
Effect of Blended Learning on Students’ Academic Performance in Physics in Federal Colleges of Education in South East, Nigeria (Published)
This study investigated the effect of blended learning on the academic performance of Physics students in Federal Colleges of Education in South East, Nigeria. Two research objectives, two research questions as well as two research hypotheses guided the study. The population of the study comprised all the 287 Physics students in the three Federal Colleges of Education in South East, Nigeria. A sample of 81 students were purposively selected for the study from two of the three colleges. The instrument for data collection was a -50 multiple choice researcher-made test entitled Researcher Made Electromagnetic Theory Achievement Test (RMETAT). Test retest method was used to ensure the reliability of the instrument. Reliability coefficients of temporal stability of 0.97 and that of internal consistency of 0.72 were determined for the instrument. Mean, standard deviation and ANCOVA were the statistical tools used for data analysis. The study found out that blended learning increased the performance of Physics students who participated in the study. It was also found out that the performances of students were not dependent on their gender. The researcher, therefore among other things recommended that blended learning should be made a compulsory teaching strategy for Colleges of Education and similar institutions and that compulsory periodic training and retraining of teachers in institutions of higher learning on 21st century teaching strategies such as blended learning be put in place.
Keywords: : Academic Performance, blended learning, physics
Community of Inquiry (Coi) On Undergraduates’ Performance in Computer in Education, University of Port Harcourt (Published)
This study investigated the effect of Community of Inquiry (CoI) on undergraduates’ performance in Computer in Education, University of Port Harcourt. Two objectives, two research questions, and two null hypotheses guided the study. Both conceptual and empirical studies were reviewed. The study adopted a quasi-experimental design with a total population of five hundred and thirty-two (532) male and female 400 level undergraduate students who are offering Computer in Education Course in Faculty of Education, and the sample comprised two hundred and eighty-nine (289) respondents purposefully selected from the entire population. The instrument used for data collection was a Computer Performance Test (CPT).The instrument was subjected to face and content validation with a reliability coefficient of 0.95. Mean, Standard deviation, z-test and Analysis of Covariance (ANCOVA) were the statistical tools used in the study. The findings revealed that there is a significant difference in the effect of strategies (Community of Inquiry and discussion methods) on students’ performance in Computer in Education. Furthermore, there is no significant difference in the influence of gender on students’ performance in Computer in Education. Based on these findings, the study recommends that Lecturers in Faculty of Education should integrate Community of Inquiry (CoI) instructional approach as a purposeful and effective instructional technique and resource in teaching Computer in Education and other core courses so that students could produce better and dependable results.
Keywords: : Academic Performance, blended learning, community of inquiry (CoI)
Discussion of a Pilot Case Study on Adult Learners’ Online Interaction (Published)
This pilot case study explores claims made in literature relating to the causes of lack of online interaction among adult-learners participating in a blended learning programme. Since this study is explorative in nature, it also informs the direction in which subsequent research should go. A preliminary literature review shows the salient factors relating to lack of online interaction as being ‘lack of convergence’ and ‘lack of social presence’. To seek said validation, a practical pilot case study, using a mixed-method approach, was carried out through a questionnaire and through interviews. Results in this study reveal that students do not engage with the online environment when the same content is repeated during f2f meetings, or when online assignments are not addressed during f2f meetings, i.e. lack of convergence. In relation to social presence, the teacher’s social presence was considered more important than that of peers as it relates to adult-learners specifically.
Keywords: adult-learner, blended learning, online interaction