Reporting a Case Study on Transitioning From Traditional Face-to Face Course Instruction to a Blended Format

Posted on September 17, 2020Categories EducationTags , , , , , , , , , , , , , , ,   Leave a comment on Reporting a Case Study on Transitioning From Traditional Face-to Face Course Instruction to a Blended Format

This case study briefly describes the journey that one professor took in transitioning from face to-face course instruction to a blended model at the graduate level. The blended lesson format was based on the 14 Learner-Centered Psychological Principles developed [1] and revised by the American Psychological Association Work Group of the Board of Educational Affairs [2]. The professor developed a student survey specifically to evaluate the blended course in areas not included in the university’s evaluation. After the first and … Continue reading “Reporting a Case Study on Transitioning From Traditional Face-to Face Course Instruction to a Blended Format”

Recent Perspective: Providing Deep Learning through Active Engagement of Adult Learners in Blended Courses

Posted on July 25, 2020Categories EducationTags , , , , , , , , , ,   Leave a comment on Recent Perspective: Providing Deep Learning through Active Engagement of Adult Learners in Blended Courses

Malcolm Knowles [1] indicates that adult learners are most likely to be actively engaged in learning when they are given some choice and control over the learning process. When the curriculum relates to the adult learner’s interests, is individualized, and authentic; the adult learner becomes actively engaged in the process by making a ‘psychological investment’ in learning. Teaching a blended course presents certain challenges for the instructor when creating lessons to actively engage adult learners. This paper discusses how active … Continue reading “Recent Perspective: Providing Deep Learning through Active Engagement of Adult Learners in Blended Courses”