<abstract xmlns="http://www.w3.org/1999/xhtml"><p> This article presents the experiences and results of using a simple learning design for transforming a traditional, large-scale, face-to-face science module in calculus into blended learning where all face-to-face lectures were replaced by webcasts and online activities. The article presents the impact on teaching and learning in terms of how the teacher and the students used the materials and the impact on the students’ performance and satisfaction. The article concludes that replacing face-to-face lectures with webcasts and online activities has the potential to improve learning in terms of a better student performance, higher student satisfaction, and a higher degree of flexibility for the students. In addition, the article discusses implications of using learning design for educational development, how learning design may help breaking with the perception that facilitating blended learning is a daunting process, and, ultimately, its potential for addressing some of the grand challenges in science education and the political agenda of today</p></abstract>

This article presents the experiences and results of using a simple learning design for transforming a traditional, large-scale, face-to-face science module in calculus into blended learning where all face-to-face lectures were replaced by webcasts and online activities. The article presents the impact on teaching and learning in terms of how the teacher and the students used the materials and the impact on the students’ performance and satisfaction. The article concludes that replacing face-to-face lectures with webcasts and online activities has the potential to improve learning in terms of a better student performance, higher student satisfaction, and a higher degree of flexibility for the students. In addition, the article discusses implications of using learning design for educational development, how learning design may help breaking with the perception that facilitating blended learning is a daunting process, and, ultimately, its potential for addressing some of the grand challenges in science education and the political agenda of today

Improving Learning in a Traditional, Large-Scale Science Module with a Simple And Efficient Learning Design

Aarhus University [http://www.au.dk], C. F. Møllers Allé 8, DK-8000 Aarhus C, Denmark

European Journal of Open, Distance and E-Learning

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 3.0 License.

This article presents the experiences and results of using a simple learning design for transforming a traditional, large-scale, face-to-face science module in...

Improving Learning in a Traditional, Large-Scale Science Module with a Simple And Efficient Learning Design

Publié en ligne: 03 mars 2015

Pages: 143 - 159

DOI: https://doi.org/10.2478/eurodl-2014-0025

Mots clés
Blended learning, learning design, science education, learning pathways, video, Justin- Time Teaching, efficiency

© 2015

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 3.0 License.

Improving Learning in a Traditional, Large-Scale Science Module with a Simple And Efficient Learning Design

Publié en ligne: 03 mars 2015

Pages: 143 - 159

DOI: https://doi.org/10.2478/eurodl-2014-0025

Mots clésBlended learning, learning design, science education, learning pathways, video, Justin- Time Teaching, efficiency

© 2015

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 3.0 License.

Mots clés
Blended learning, learning design, science education, learning pathways, video, Justin- Time Teaching, efficiency