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    Salameh

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    Lara Jeane Losbañes
    1. The document discusses elements of blended learning including face-to-face communication, interaction between students and teachers, lowering costs, and addressing individual learner needs. 2. It also reviews models for evaluating the effectiveness and educational efficiency of e-learning systems. 3. Components of blended learning mentioned include email, simulations, tests, and FAQs, as well as skill-driven, attitude-driven, and competency-driven models with announcements of topics and initiatives.

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    Salameh

    Uploaded by

    Lara Jeane Losbañes
    123 views2 pages
    1. The document discusses elements of blended learning including face-to-face communication, interaction between students and teachers, lowering costs, and addressing individual learner needs. 2. It also reviews models for evaluating the effectiveness and educational efficiency of e-learning systems. 3. Components of blended learning mentioned include email, simulations, tests, and FAQs, as well as skill-driven, attitude-driven, and competency-driven models with announcements of topics and initiatives.

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    1. The document discusses elements of blended learning including face-to-face communication, interaction between students and teachers, lowering costs, and addressing individual learner needs. 2. It also reviews models for evaluating the effectiveness and educational efficiency of e-learning systems. 3. Components of blended learning mentioned include email, simulations, tests, and FAQs, as well as skill-driven, attitude-driven, and competency-driven models with announcements of topics and initiatives.

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    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    123 views2 pages

    Salameh

    Uploaded by

    Lara Jeane Losbañes
    1. The document discusses elements of blended learning including face-to-face communication, interaction between students and teachers, lowering costs, and addressing individual learner needs. 2. It also reviews models for evaluating the effectiveness and educational efficiency of e-learning systems. 3. Components of blended learning mentioned include email, simulations, tests, and FAQs, as well as skill-driven, attitude-driven, and competency-driven models with announcements of topics and initiatives.

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    © All Rights Reserved
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    of 2

    What I Can Do

    RESEARCH WORKSHEET 2
    A. Reference Citations in Text

    1. Salameh, 2005) listed some of the elements and traits that characterize
    blended learning, including offering face-to-face communication, improving
    interaction between students and the trainer, students among themselves,
    and students and content, lowering teaching expenses by raising the learning
    proportion to cost, and strengthening humanitarian aspects, the social
    relations between students and teachers, addressing each learner's
    requirements according to his abilities, combining structural and final
    evaluation systems, transitioning from a collective learning pattern to a
    student-centered learning pattern, and making the best use of physical and
    virtual materials

    2. Considering the effectiveness evaluation layer, Loukis, Georgiou, and Pazalo


    (2007) developed a value flow model for evaluating an e-learning and blended
    learning service. This (Placeholder1) assesses the extent to which an e-
    learning system is used and the educational efficiency of the system.

    3. Valiathan [2010] suggested that other components applied in BL are, among


    others, email, simulations, web-based tests, and FAQ. Three main models,
    namely, skill-driven, attitude-driven, and competency-driven models, can be
    applied in BL. All models entail the overview of the topics to be covered. They
    also involve the announcement of the initiatives that will be engaged in the
    delivery of learning concepts during class sessions.

    4. John Dewey (1859-1952) was an American educator who lived in the early
    1900s and was responsible for one of the most significant educational reform
    movements in the country. According to Dr. Schramm-Pate (n.d.), the goals of
    progressivism are to “promote democratic social existence (and) nurture
    creative self-learning” (p. 2). Dewey felt that teaching children should be child-
    centered and individualistic. the most effective method for ensuring that pupils
    understood what they needed to know for future success in real-world
    situations “In progressivism, curriculum content is centered on student
    interests, includes the application of human problems, and the subject matter
    is interdisciplinary”.

    5. When BL is compared to face-to-face classes, research has revealed that it


    improves student success and satisfaction (Dziuban and Moskal 2011;
    Dziuban et al. 2011; Means et al. 2013), as well as students' feeling of
    community (Rovai and Jordan 2004).

    B. Reference list

    1. Salameh, Hasan Ali. (2005). Blended Learning the Natural Development of


    E-Learning. A Paper Presented at the South Valley University, College of
    Education in Sohaj. Retrieved from.
    https://commo.educ.ed./fulltext/EJ1126508.pdf

    2. Loukis, E., Georgiou, S. & Pazalo, K. (2007). A value flow model for the
    evaluation of an e-learning service. ECIS, 2007 Proceedings, paper 175.
    Retrieved from. https://www.montana.edu/stock/ecns305/course-
    project/litreviewsample.pdf

    3. P. Valiathan.(2010). “Blended learning models,” Learning Circuits, vol. 3,


    no. 8, 2002. Retrieved from.
    https://educationaltechnologyjournal.springeropen.com/articles/10.1186/s4
    1239-017-0043-4

    4. Dewey, J. (1938). Experience and education. New York: Simon &


    Schuster.Retrieved from.
    https://scholarcommons.sc.edu/cgi/viewcontent.cgi?
    article=6090&context=etd

    5. Dziuban, C., & Moskal, P. (2011). A course is a course is a course: Factor


    invariance in student evaluation of online, blended and face-to-face
    learning environments. The Internet and Higher Education, 14(4), 236–
    241.Retrieved
    from.https://educationaltechnologyjournal.springeropen.com/articles/10.11
    86/s41239-017-0087-5

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