Blended Learning and MOOCs: A New Generation Education System 2022021473, 9781032024264, 9781032310336, 9781003307730

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BLENDED LEARNING AND MOOCs

This book presents a framework for integrating blended learning and massive open online courses (MOOCs) in the Indian education system. It argues that blended teaching and learning is the most suitable approach to education in a post-COVID-19 world. Drawing on case studies used in blended learning practices around the world, the book provides ample resources for beginners to improvise the spread of knowledge around information technology in higher education. It discusses various concepts such as flip learning in blended learning models and examines the self-assessment tools and structures it offers to institutions for building competencies. In addition to addressing the challenges and opportunities of adopting the digital mode of teaching, the book also offers techniques and concepts helpful for designing MOOCs. It covers concepts such as curriculum designing, content flow, teaching behavior, and evaluation patterns, which are important aspects of online teaching. An indispensable guide to navigating the shift from offline to online teaching, this book will be of interest to students, teachers, and researchers of education, education technology, digital education, and information technology. It will also be useful to policymakers, educational institutions, EdTech start-ups, NGOs in the education sector, and online education centers. Manpreet Singh Manna, Pro Vice Chancellor, Chandigarh University, Mohali & Professor at Sant Longowal Institute of Engineering & Technology, Sangrur, Punjab India. Balamurugan Balusamy is a Professor at Galgotias University, Greater Noida, Uttar Pradesh, India. Meenakshi Sharma, Dean Research and Professor in Computer Science and Engineering at Galgotias University, Greater Noida. Prithi Samuel, Assistant Professor, School of Computing, SRM Institute of Science & Technology, Kattankulathur, Chennai, India.

BLENDED LEARNING AND MOOCs A New Generation Education System

Manpreet Singh Manna, Balamurugan Balusamy, Meenakshi Sharma and Prithi Samuel

Cover image credit: ©Getty images/Rawpixel First published 2023 by Routledge 4 Park Square, Milton Park, Abingdon, Oxon OX14 4RN and by Routledge 605 Third Avenue, New York, NY 10158 Routledge is an imprint of the Taylor & Francis Group, an informa business © 2023 Manpreet Singh Manna The right of Manpreet Singh Manna to be identified as author of this work has been asserted in accordance with sections 77 and 78 of the Copyright, Designs and Patents Act 1988. All rights reserved. No part of this book may be reprinted or reproduced or utilised in any form or by any electronic, mechanical, or other means, now known or hereafter invented, including photocopying and recording, or in any information storage or retrieval system, without permission in writing from the publishers. Trademark notice: Product or corporate names may be trademarks or registered trademarks, and are used only for identification and explanation without intent to infringe. British Library Cataloguing-in-Publication Data A catalogue record for this book is available from the British Library Library of Congress Cataloging-in-Publication Data Names: Manna, Manpreet Singh, author. | Balusamy, Balamurugan, author. | Sharma, Meenakshi, author. | Samuel, Prithi, author. Title: Blended learning and MOOCs: a new generation education system / Manpreet Singh Manna, Balamurugan Balusamy, Meenakshi Sharma, and Prithi Samuel. Description: New York: Taylor & Francis Group, 2023. | Includes bibliographical references and index. | Identifiers: LCCN 2022021473 | ISBN 9781032024264 (hardback) | ISBN 9781032310336 (paperback) | ISBN 9781003307730 (ebook) Subjects: LCSH: Blended learning. | Blended learning—Case studies. | MOOCs (Web-based instruction) | MOOCs (Web-based instruction)— Case studies. | Educational change. Classification: LCC LB1028.5 .M26 2023 | DDC 371.3—dc23/ eng/20220506 LC record available at https://lccn.loc.gov/2022021473 ISBN: 978-1-032-02426-4 (hbk) ISBN: 978-1-032-31033-6 (pbk) ISBN: 978-1-003-30773-0 (ebk) DOI: 10.4324/9781003307730 Typeset in Bembo by codeMantra

CONTENTS

List of Figures List of Tables 1 Basics of Blended Learning

vi viii 1

2 Blended Learning Design

32

3 Blended Learning and Technologies for New Education System

59

4 Blended Learning – Development

80

5 Blended Learning Evaluation

96

6 Massive Open Online Courses (MOOCs): Importance

114

7 Massive Open Online Courses (MOOC): Design and Development 137 Reference 151 Index 155

FIGURES

1.1 1.2 1.3 1.4 1.5 1.6 1.7 1.8 2.1 2.2 3.1 3.2 3.3 3.4 3.5 3.6 3.7 5.1 5.2 5.3 5.4 6.1 6.2 6.3 6.4 6.5

Learning process Teaching–learning process model Learning components Learning styles based on students Matrix for different learning styles based on IQ Learning styles based on IQ Learning styles based on psychological patterns

Blended learning approach Complex adaptive blended learning system Design and development process model of a blended course Station rotation model Lab rotation model Individual rotation model Flipped classroom model Flipped classroom model La Carte model Enriched virtual model Hexagonal e-learning assessment model E-learning framework Technology acceptance model Conceptual framework Best practices opted in online course development Classification of best practices to be implemented Main practices to be applied while the delivery of course content Different levels of BT Assignment template based on BT (levels 4, 5, and 6)

2 2 5 7 9 10 11

23 38 57 76 77 77 78 78 79 79 103 104 105 106 122 125 125 127 128

Figures  vii

7.1 7.2 7.3 7.4

Flowchart mentioning the development of a MOOC Preproduction process of a MOOC Production process of a MOOC Postproduction process of a MOOC

140 147 147 148

TABLES

1.1 5.1 6.1 6.2

Traditional Learning vs Current Century Learning Evaluation Checklist for Blended Learning Verb Table Template of a Rubrics Table

19 110 129 130

1 BASICS OF BLENDED LEARNING

1.1 Introduction Teaching is the process of engaging with learners to facilitate their knowledge and understanding their capability, and improve their concepts and processes. It is the act to take on the responsibility to find the most effective way to transfer knowledge to others. It incorporates pattern, selection of content, delivery of lecture, and assessment. Teaching enables students to get engaged in active knowledge building. The teacher needs not only subject knowledge but also understanding of how students learn and how to turn them into active learners. Good teaching, therefore, necessitates a commitment to a well-organized understanding of learning. The purpose of teaching is not only to convey i­nformation but also to turn students from passive receivers of knowledge from others into active builders of their own knowledge and knowledge of others. Teaching is primarily about creating educational, societal, and ethical contexts in which ­students agree to manage their studies, both independently and collaboratively. Learning is defined as the activity or approach of acquiring knowledge or skill through reading, practicing, teaching, or experiencing. Learning refers to the permanent change in the pattern of behavior after acquiring experience from the environment. It is an internally developed process that is distinct from the practical process or visual action. As per Gestalt’s view (Ospina Avendaño, 2022), when the complete learning structure was observed, the foundation of learning is to attain knowledge. The entire situation responds to learning. Learning is a complete process through which the learners meet the demands of life by attaining various practices, wisdom, and behaviors, as depicted in Figure 1.1. The role of teaching–learning is very essential in modeling young children to become better members of society as they will lead the community in ­adulthood. The process of teaching–learning represents a communication pathway where DOI: 10.4324/9781003307730-1

2  Basics of Blended Learning

FIGURE 1.1 

Learning process.

Note: All figures in the book have been created by the authors.

FIGURE 1.2 

Teaching–learning process model.

one strives to acquire conduct, talents, knowledge, attitudes, ethics, and gratitude, which are essential for survival in the age of knowledge (Figure 1.2). Teaching–learning, therefore, becomes a process in which changes in behavioral patterns are produced through experience. The process of teaching is a natural order in which students can communicate and study how to learn. The teaching– learning process aims to transfer knowledge and skills and build attitudes, ethics, and morals. Educationalists have long sought to analyze the learning process in

Basics of Blended Learning  3

terms of individual and social needs. The moral institute of educators has divided the learning process into three domains, namely, comprehension, touch, and mental functioning.

1.2  Factors Affecting Learning Process Some of the core factors that accelerate the learning process are as follows: 1 Continuous reinforcement In continuous reinforcement, the learner is given reinforcement after each target behavior. Because of the constantly reinforced behavior, the relationship is easier to foster and learning happens faster. This type of reinforcement system produces a high level of response. However, when consolidation is held, the response rate drops dramatically, and responses received under this schedule often fade. As the student undergoes strengthening in each test, the effectiveness of this reinforcement is reduced. 2 Partial reinforcement As soon as the response has been decisively recognized, a continuous reinforcement schedule is often switched to a partial reinforcement schedule. In partial, otherwise called intermittent reinforcement, the response is only partially reinforced. Unlike continuous schedules, the partial schedules only reinforce the desired behavior from time to time and not always. This leads to slow learning because at first, it is very difficult to form a relationship between behavior and reinforcement. The learning behavior is gradually acquired with partial reinforcement, but the response is highly resistant to extinction. 3 Intellectual factors The word ‘intellectual’ refers to the level of the individual’s mental state. Success is often closely linked to mental health. Students with less intelligence often face greater difficulty in learning. Sometimes students do not study because of a special intellectual disability. A student’s low scores in any one subject and/or scores in other subjects indicate that there may be a special deficiency. Psychology reveals the use of the human mind with various forms of intelligence. Knowledge of the student’s natural understanding is very important in the correction and diagnosis of disabilities. Indigenous human strengths are very important in determining the effectiveness of the learning process. 4 Emotional and social factors Personal factors, such as environmental and emotional factors, and social factors, such as teamwork and conflict, are directly associated with the burdensome psychology of motivation. It is a well-known fact that the various human responses to a variety of stimuli are determined by a number of factors. For some reason, a student may be scared or dislike a subject because they may fail to appreciate its value or they may lack a foundation.

4  Basics of Blended Learning

This reluctance leads to a bad emotional state. Some students continue to be unhappy because of their anxiety of being victimized by their teachers and classmates. This is a negative situation and affects the learning process to a great degree. Often, this is the result of improper training. 5 Personality of the teacher The individual teacher is an important factor in the learning environment or in the student’s failure and success. The way his personality interacts with the personality of the students being taught helps to determine the type of behavior that arises from the learning environment. In fact, personality is made up of all the elements that make a person what he or she is – a complex pattern of personality traits that distinguish him or her from others. Personality is a product of many unifying forces. In other words, a person’s personality is a combination of his physical appearance, mental state, emotional state, and attitude toward others. Effective teaching and learning are the results of a teacher’s integrated personality. Often, students do not like an irritable teacher who cannot control his anger before the class. It is impossible for a teacher who has such a spirit to create enthusiasm and let the light and sunshine on those around him. 6 Psychological factors Attitudes should not be confused with emotions that are characterized by internal disturbances of appearance. Attitude is by no means insignificant. They have a major influence on a person’s psychological and behavioral organization. Attitude is also important in developing personality, which includes passion, joy, love, prejudice, open-mindedness, and honesty. Attitude exerts a positive influence on the level of learning and teaching and on the institute development. The student’s attitude has an impact on the project’s day-to-day operations and quick availability. It is simpler to study when you have an optimistic attitude. The symbolic drive and reward are strongly tied to the object of interest.

1.3  Interactive Learning Components The learning process includes components such as attention/concentration, memory, organization, graphomotor (writing), and formal thinking (Figure 1.3). These various learning components not only communicate with one another, but they also communicate with the classroom environment, attitudes, feelings, social life, educators, and family. 1 Attention/concentration The first learning component comprises paying attention or concentrating. It really seems comfortable to concentrate or pay attention to the exciting and interesting things. It’s very uncomfortable for majority of the people to focus on things that aren’t there. When we are not appealed to a specific

Basics of Blended Learning  5

FIGURE 1.3 

Learning components.

content, we easily get overwrought or tend to procrastinate. The job of the educators is to create lessons that engage the learner. They must concentrate on developing information that will benefit students throughout their lives. Finding suitable solutions that will not prevent these students from working is therefore prudent. 2 Memory The next interactive component is a memory that makes use of three structures, which help someone to locate, utilize, cache, and recapture the information. Memory is structured as short-term memory, active memory, and permanent memory. If a learner is able to grasp something, it doesn’t ensure that he will recollect all matters. To further develop remembrance, all students need to share new knowledge and instructors should utilize their earlier information and make the new information more significant to them. Learners who experience issues with temporary and active memory might require rehashed references to them. Giving both oral and composed bearings and giving instances of what is generally anticipated will help all students. 3 Organization Information could be organized in two ways: simultaneously (geographically) and sequentially (successively). The simultaneous process is ordering or editing information in space; it is the way to direct or consolidate information in a timely and sequential manner. Students who are organized do not have time management challenges, whereas students who have difficulty getting around or dealing with specific topics may require a series of oral clarifications. Learners who have trouble remembering the sequence of facts but are proficient in synchronous use should work with the developers and

6  Basics of Blended Learning

create outlines or stream graphs of consecutive data as occasions in history instead of the typical course of events. 4 Graphomotor To produce composed work, the creative cycle necessitates neurological, visual, and physical coordination. It’s more of a demonstration of coactivity between those capacities than a demonstration of will. Learners who struggle with writing will benefit from the opportunity to respond to exercises, questions, and assessments orally. Having computers set up for all students helps with graphomotor adjustment. 5 Higher-order thinking Higher-order thinking (HOT) or systematic reasoning is more than remembering realities or relating subtleties in words like those introduced by an instructor or a book. Coordinated reasoning necessitates that we accomplish something with current realities. HOT incorporates concept design; concordance; problem-solving; capturing the ‘big picture’; visualization; wisdom; asking questions; to install; old thinking, analytical and practical; and recognition.

1.4  Learning Styles Learning style refers to the concept of being unique in one’s approach to teaching. Learning style can also be thought of as a cycle in which a person receives knowledge or develops skills in understanding and collecting information. Learning can be better improved when the presenting interaction blends a variety of students’ learning styles, according to research and practice. Furthermore, it was generally agreed that the learning environment can influence a student’s ability to understand academic outcomes. The Greeks recognized that different people learn in different ways, and over time, the goal of learning has diversified to the point where we can learn in a way that is not only easy and comfortable for us but also boosts our appreciation of learned ideas. It is necessary to understand different learning styles so that when we train or teach others, we set our table in a way that suits each person and their ability to acquire knowledge. If we don’t get it right, it can hurt the learner in a bad way. For example, when we learn about seeing something done and think about what we have seen, that needs to be done by our teacher or our mentor. If they communicate with us in a way that is different from what we are learning, the methods we use may not appeal to us or help us. Learners are identified using Neil Fleming’s VARK model, which was introduced in 1987 and determines if they prefer: • •

Observational learning: visual learners can benefit from graphic displays such as charts, graphs, sketches, presentations, and movies. Aural learning: listening facts is the best way for aural students to learn. They usually get a lot out of classes and are excellent at recalling what is spoken to them.

Basics of Blended Learning  7

•

•

Comprehension and writing learning: students who are learning to read and write like to receive information that would be presented in the form of words and prose. Learning through movement: one of the finest ways for kinesthetic (or tactile) learners to learn is to feel while doing something. Hands-on experience is essential for kinesthetic learners.

Therefore, it is necessary to recognize the different styles and their effects on how we absorb and select the details to focus on.

1.4.1  Learning Styles Based on Students The various learning styles based on students, which are depicted in Figure 1.4, are described in this section. 1 Linguistic learner A linguistic student is an individual who acquires the best semantic ­abilities including perusing, composing, tuning in, or talking. Assuming a linguistic student needed to manage another expertise, their most ideal method of learning is perused, and afterward, pay attention to sound chronicles, and take notes on it. In the long run, looking at it will require discussing it and, maybe, expounding on it a ton. 2 Rhythmic learner A learner of music or musicality is one who figures out how to utilize music or mood. This can be compared to a performer who figures out how to play by paying attention to a piece of music or a drum that he thumps on

FIGURE 1.4 

Learning styles based on students.

8  Basics of Blended Learning

3

4

5

6

7

his head and in the city from unreliable sources prior to assembling in the studio. Be that as it may, it can likewise be an individual who learns well while yelling, whistling, contacting his toes, tapping his pencil in the work area, meandering around, or paying attention to music behind the scenes. For this individual, music isn’t an interruption, but it helps the learning cycle. Kinesthetic learner A kinesthetic student is someone who understands better by involving in some activities. These learners are naturally systematic and should engage with things to learn about. Kinesthetic students do best when they can participate in activities or solve problems in a hands-on way. Sometimes even getting involved (throwing a ball and knitting) will help them keep the details better. They tend to remember what they did best. Visual or spatial learner The visual or neighborhood student is the person who learns best when there are materials that help close by to direct the learning interaction. For instance, an individual who can learn best in drawings, photos, and charts can be a visual or neighborhood peruser. These individuals will in general have the right abilities and get into the field of designing. An illustration of this kind of learner would be an individual who turns into a Personal Computer (PC) architect or designer. Nearly everything identified with PCs is thought of, and this manner relies upon the graphical or visual portrayal of virtual articles (for example bytes). Logical or mathematical learner The mathematical or logical student should characterize or order objects. They will in general get connections or examples, numbers, and conditions, which are superior to other people. They are clearly designers, researchers, mathematicians, and different technologists. Interpersonal learner An interpersonal student is somebody who learns by conversing with others. Normally, these individuals share stories, function admirably in gatherings, and contrast their thoughts and those of others. As it was, some are assisting them with intuition as far as their own thoughts. They are typically acceptable pioneers and common and cooperative people. Intrapersonal learner Working inside is not at all like communicating with others, and the learner is an individual who works and learns better when alone. They put out testing; however, they outlandish objectives for themselves. They are likewise propelled by interior powers, not outer ones. The individuals regularly enter expressions of the human experience, become business people, and now and again have entrepreneurs. Notwithstanding, they are regularly in the fields or businesses that permit them to work without direct management.

Basics of Blended Learning  9

1.4.2  Learning Styles Based on IQ The student’s IQ and character attributes, for example, stress, are likewise ­effectively explored by academic research as educators constantly try to understand learners in a competent way. Nevertheless, an effort was often made by performing a psychoanalysis test. Knowing the personal style of learning makes learning as per your liking. That means everyone responds and needs encouragement for all kinds of learning styles to some degree – it is a matter of applying emphasis that best suits the given situation and personal preferences of the learning style. The matrix for learning style based on IQ is illustrated in Figure 1.5 and can be better understood by Figure 1.6, as discussed below. 1 Diverging learners These individuals can take a gander at things in an unexpected way. They like to observe instead of act, keep an eye on gathering data, and use their creative mind to take care of issues. They are at the bleeding edge of seeing substantial conditions from an assortment of points of view. These individuals improve in circumstances that require the creation of thoughts, for instance, basic reasoning. Learners with a misshaped learning style have a wide scope of social interests and like to gather data. They are keen on individuals; they will in general be amazing in human expressions. Individuals with a collaborative style like to work in gatherings, tune in with a receptive outlook, and get individual feedback.

FIGURE 1.5 

Matrix for different learning styles based on IQ.

10  Basics of Blended Learning

FIGURE 1.6 

Learning styles based on IQ.

2 Assimilating learners The comprehensive learning style includes a short, intelligent approach. Thoughts and ideas are a higher priority than individuals. These people require more information than a good option. They work effectively on understanding the subtleties and putting them together in a reasonable and sensible manner. Individuals with an equivalent learning style are less centered around individuals and more inspired by concealed thoughts and ideas. Individuals with this style are more drawn to reasonable thoughts than strategies dependent on viable worth. This way of learning is significant in the use of information and logical exercises. In formal learning circumstances, individuals with this style lean toward perusing, addressing, investigating insightful models, and having the opportunity to thoroughly consider things. 3 Converging Students with a converging learning style can tackle issues and will utilize their understanding to figure out how to discover viable answers for issues. They prefer careers that require a high level of skill and have little interest in individuals or social communication. Individuals with a meeting learning style are best at discovering the functional use of thoughts and ideas. They can tackle issues and settle on choices by discovering answers for questions and issues. Individuals with a converging learning style are bound to be drawn to innovation. This learning style enables specialized abilities. Individuals with this style like to attempt groundbreaking thoughts, reenactments, and work with practical applications. 4 Accommodating Appropriate reading style ‘works with the hands’ and depends on instinct as opposed to on hypothesis. These people take advantage of other people’s

Basics of Blended Learning  11

knowledge and opt for a practical, hands-on approach. They are interested by new difficulties and encounters, just as executing programs. They ­f requently work on the idea of ‘gut’ as opposed to levelheaded examination. Individuals with a diligent learning style will in general depend on others for data as opposed to on their own examination. This way of perusing is mainstream with numerous individuals.

1.4.3  Learning Styles Based on Psychological Patterns Learning styles influence the manner in which the students learn well in specific situations. A few learners learn best by hearing the subtleties, while others learn best by seeing them. Different theories have been proposed on how students decide to learn best. One hypothesis of learning style depends on the idea of outlooks intended to separate individuals as indicated by various mental ­examples. The various learning styles based on psychological patterns are illustrated in Figure 1.7 and discussed here. 1 Extroverted learning style The first style scale shows how students interact with the outside world. Extroverted learners appreciate creating energy and thoughts with others. They like to have a good time and work in gatherings. Extracurricular learning tasks include demonstrating critical thinking skills, collaborative work, and inherent problem learning. If you appreciate exhibiting to others, engaging in a gathering, and learning for this style, you are most certainly an excellent learner. Features of extroverted learners are as follows: i Learning better about direct insight. ii Enjoying working with others in gatherings. iii Usually collecting ideas from external sources.

FIGURE 1.7 

Learning styles based on psychological patterns.

12  Basics of Blended Learning

2

3

4

5

i v Willingness to lead, participate, and provide feedback. v Jumping straight inside without being directed by others. Introverted learning style While the introverted learners are still companions, they decide to tackle issues all alone. Independent learners appreciate producing energy and thoughts from inner sources such as reflection, individual reflection, and investigation. These understudies decide to thoroughly consider things prior to attempting another ability. In the event that you appreciate individual examination, singular work, and whimsical thoughts, you might be an introverted student. Around 40% of students are introverted students. a Features of introverted learners are as follows: i Preferring to work alone. ii Enjoying calm work, alone. iii Usually creating thoughts from inner sources. iv Preferring to tune in, watch, and show. v Loving to take a gander at others prior to attempting another ability. Sensing learning style Sensing learning style centers around parts of the actual climate. They are regularly genuine and down to earth, liking to depend on the experience acquired from mastery. While individuals with such a learning style appreciate request and organization, they will in general adjust rapidly to evolving circumstances. a Features of sensitive readers are as follows: i Focusing on the present situation. ii Being practical and logical. iii Using common sense to solve problems. iv Taking a closer look at the world around them. Intuitive learning style In general, intuitive learners will focus a lot on the universe of possible outcomes. In contrast to identifying students who are interested right now, instinctive learners enjoy thinking about the thoughts, possibilities, and outcomes. These students enjoy questionable reasoning, daydreaming, and speculating about the future. This learning method is used by about 35% of students. a Features of an intuitive learner are as follows: i Preferring to work in more limited periods, as opposed to finishing each job in turn. ii Enjoying new difficulties, encounters, and circumstances. iii Looking at the bigger picture than the details. iv Liking hypothesis and ambiguous thoughts. Thinking learning style Thinking learners are often interested in the extraction and processing of knowledge and ideas. When presented with issues or decisions, thinking students apply common sense and intelligence. In their ideas of right and

Basics of Blended Learning  13

wrong, fairness, and equity, these learners frequently endorse decisions. This learning style is found in about 55% of males and 35% of females. a Features of thinking learners are as follows: i Interested in understanding patterns. ii Not liking decisions that support emotions. iii Making choices dependent on reason and insight. 6 Emotional learning style People with an enthusiastic style handle data dependent on the initial feelings. They love individual connections, feelings, and social attachments. In the event that you support the choices in feelings and don’t care for struggle, you might have an emotional learning style. Around 45% of males and 65% of females have their place within this style. a Features of emotional learners are as follows: i Keen on individuals and their sentiments. ii In line with their sentiments and those of others. iii Basic choices are based on instant gratification. iv Generating energy and excitement in social scenes. 7 Judging learning style These evaluating students can make snap decisions before gathering all of the information they need to consider a situation. These students prefer design and synthesis, which is why they put together activities and schedules with caution. You can prefer a judging learning style if you are efficient, well-educated, and stable. This style is followed by about 45% of people. a Features of judging students are as follows: i Not liking ambiguity or mystery. ii Practicing firmness in their choices. i ii Well organized. iv Having solid feelings. v Usually keeping the principles. 8 Perceiving learning style Perceiving learners regularly settle on choices quickly in light of new information and evolving conditions. Notwithstanding, these learners will in general zero in more on giving their interest than on deciding. Unlike students who will in general be predictable when making a decision, perceiving learners decide to keep their choices open. In the event that you in general begin various ventures simultaneously, stay away from tight timetables, and get into projects without arranging, you might be a perceiving learner. a Features of perceiving learners are as follows: i Regularly settling on hurried choices. ii Changing choices based on new data. iii Disliking structure and request. iv In general, being truly adaptable and versatile. v Sometimes having trouble making decisions.

14  Basics of Blended Learning

By providing a variety of learning styles, we increase the likelihood of finding an effective source and assist the person in question in thinking about things that they might not have considered if learning were a different style.

1.5  Types of Learning 1.5.1  Active Learning Active learning engages the learner in the teaching cycle through appropriate activities and discussions. It is where the learning process involves active participation in the form of relevant activities and discussions. It forces full participation from the learner and does not rely solely on traditional studies or literary knowledge. This approach motivates and strengthens the learner’s comprehension of the material by drawing in them inside the learning cycle, instead of simply posting realities and clarifying points. Some instances of dynamic learning are as follows: a Hands-on labs and workshops. b Group discussions on tackling issues. c Peer education and guidance on subject. d  Competitions, contests, activities, and projects that aim to simplify the learning process and gain practical knowledge. Active learning engages students in a variety of reasoning, providing them with less intuition in terms of individual thoughts and more intuition in terms of the overall perspective. This perspective improves the student’s capability to connect with the outside world, especially in daily tasks. Fundamental talents developed through dynamic mastery approaches include examination, appraisal, public speaking, and cooperative effort. Then, because there is a continual reaction between the individual and the knowledge, dynamic learning approaches allow educators to assess their students’ comprehension on a constant basis. Learning includes a comprehensive understanding of the principles and concepts in the current world, rather than just memorizing facts. Activities That Stimulate Active Learning The common activities that instructors might employ to engage with students and maintain their well-being are discussed as follows: a

Small group conversations The students could be approached to bring together a drawing, PowerPoint, or some sort of multimedia show and to impart their discoveries to the remainder of the class. This action stimulates interpersonal and distributive interaction, allowing students to express their ideas and inquire about their

Basics of Blended Learning  15

b

c

questions. Learners should also be encouraged to present their findings in order to improve their research, presentation, and public ­speaking skills. Games and problem-solving Games and critical thinking are incorporated into your workout routine. Regular classroom games promote rational learning by allowing students to analyze the relationship between conditions and logical outcomes of the concepts being taught. Students, for example, can see the situations and ­logical outcomes by imitating. They will witness the result of what they are striving to do if they encounter an issue or condition in the game they are playing and therefore benefit from a fruitful trial of the principle of experimentation. Internet games, in particular, might give students a great introduction to innovation. Role play and contentions These exercises permit students to do research regarding the matter and present their discoveries in a durable world. This urges learners to ­examine their exploration and think immediately. The fundamental ­ d istinction between pretending/critical thinking and pretending/discussion is that pretending and discussion exercises will regularly include research that advances basic reasoning.

1.5.2  Passive Learning Passive reading assumes the responsibility of the learner to obtain the information presented in their terms. Details can be presented in the form of lessons or shared readings. In any case, the student answers by paying attention, asking questions, and doing well in tests. It develops the ability to explain, listen, and write. This process begins with dynamic thinking, where the given question has only one correct answer. Usually, teachers will test students’ understanding with questions, tests, and presentations. Activities That Stimulate Passive Learning a

b

c

Shared reading Students learn and access content on their own time and are responsible for learning content. PowerPoint presentations The teacher designs PowerPoint lessons ahead of time, and students take notes with information during class meetings. However, there is no built-in discussion or active participation from students, unless asked to answer questions. PowerPoint is highly emphasized for organized content and clear narrative. Traditional or online speeches Bread and butter for most instructive projects, the course gives the mentor full power over the data they bring to their group. This permits you to show

16  Basics of Blended Learning

more subtleties in a more limited time yet additionally puts a more noteworthy weight on you to guarantee that the data are passed on plainly.

1.6  Authentic Learning Authentic learning is an instructional strategy in education that empowers ­learners to investigate, analyze, and deliberately develop conceptual structures in scenarios that incorporate real issues and projects pertinent to the learner. ‘Reallife learning’ is what authentic learning is. It’s a teaching method that motivates students to build practical, valuable items that they can share with the entire world the learners are nonetheless providing real perspective into their classes, but they are also striving to understand the real challenges and difficulties and producing answers that can be applied to the world or society around them. This is the way education will be in the future. Students will grow up in a world that is much more multifaceted than our own, and they will be required to address real-world challenges in an interactive and innovative manner. Aspects of Authentic Learning Let’s look at the characteristics that define authentic learning, as follows: 1 Learning as a process of participation This implies that students aren’t merely seated in their seats listening to lectures. This isn’t classroom instruction. It’s student-led learning, which means the learners are up and about, investigating the universe around them. This might be as easy as going for a community stroll, going on a fieldwork, or even interacting with other classmates or comparable organizations electronically. 2 Self-directed research This merely involves that the learners in classroom are guided by the questions and interests of the pupils. The classes will be guided by their questions as they explore and investigate the solutions, promoting impartial investigation in the pupils. 3 Problem-solving In this context, problem resolution relates to real-world issues that the ­students may be confronted with or experience in their neighborhoods or elsewhere. In the classroom, social activity and equity can feature ­prominently. Going beyond themselves and seeing larger challenges in their societies may demand HOT skills from the kids, but students of almost any generation are competent of doing so. It is only necessary to provide them with the essential resources ahead of time. One can assist the students in their learning by taking them on camping trips to charitable organizations or reviewing literature about global challenges. Here’s where you may start brainstorming real-world solutions that the learners develop and publicize in the society.

Basics of Blended Learning  17

4 Reflection in real-life situations There is a need to concentrate on real-life situations that elicit a strong emotion from the students. Authentic learning is really all about making learning memorable, as well as what better approach to accomplish that than by focusing on the learners and the activities that have a direct influence on them or pique their interest. Find books, videos, or photos of youngsters who are encountering difficulties, or have students understand situations they are aware of or have experienced. Once learners grow psychologically immersed in their learning, it sticks and keeps expanding as they progress.

How Can You Create Authentic Learning Opportunities? When it comes to creating and organizing opportunities for learners, there is no one-size-fits-all strategy. As an instructor, professionals are the best people to get to know the students, grasp what they need from their education, and create opinions based on that information. Rely on expert judgment for the best advice! 1 Learn as much as you can about the students. What are their passions? What piques their interest? Assess their educational requirements. Are they, for instance, a group that excels in written activities but needs to improve their listening comprehension abilities, or converse? The learners’ desires and needs should be the beginning. 2 Depending on the learners, create new problems to consider, an aim, or a goal. When the solution is linked to anything in real life, importance and honesty enter the scene. It could be anything from starting a business to publishing a book to erecting a memorial to fixing an environmental crisis. 3 Dissect the competencies that the learners will need to accomplish the work or get the desired result. Consider that these would span a variety of academic fields and, if appropriate, could be related to curriculum objectives and outcomes. 4 Preassess the learners: how well do they actually perform in these areas? Preassessment can be done in a variety of methods, but the ideal method is to ask the learners whatever they perceive they require. Providing students a role in how the learning path is designed makes it easier to understand the ‘hierarchy’ and provides individuals possession and management about their own learning. 5 Provide learners with the ability to apply previously understood abilities or new talents toward the objective. 6 Educate, supervise, mentor, assist, and, most importantly, learn. While some abilities will utilize distinctive training in the conventional sense, followed by a transferable potential, dozens of other people would be best adapted to student-led inquiry and discovery. All through the project, evaluate learners’

18  Basics of Blended Learning

progress and assist them in determining their own next steps. Demonstrate positive instructional practices. 7 I believe that having learners self-assess at the outset of the project is ­beneficial. What have they discovered? What new abilities would they then possess? What is one of the topics they’d like to know further about?

1.7  Traditional Learning versus Current Century Learning The Greek or Socrates technique of involving pupils and ‘teachers’ in a discussion of rational questions has been used since ancient times. The Confucian approach of education, which began about the same time, emphasized moral and ethical norms while emphasizing memory and performance. Jean Jacques Rosseau, who lived in the 1700s, put the kid at the center of the educational process, taking into account his or her developmental and environmental stages (social, religious, and historical). The Industrial Revolution in the 1800s and the advent of capitalism in the early 1900s provided education to a big number of people or society at large; as a result, institutions developed methods and procedures to cater to a large number of pupils through teaching and writing. All of these ‘old traditional ways’ are still used in 21st-century education, but what distinguishes it is the utilization of technological breakthroughs that make teaching approaches more successful. The social media/digital revolution has transformed education into a fast-paced broadcast of information sharing where anyone, at any moment, can read anything. The instructor is at the core of everything in traditional teaching methods. Students rely on them for all information and details. It is considered that pupils know everything and that they should rely only on the teacher to provide them with all of the information they require. Students who are given the opportunity to respond may have unlimited time. They don’t add to the body of knowledge. They merely came to class to consume. However, a new approach to teaching has helped us to recognize that students have a lot of knowledge and can contribute to the learning process. Instead of accepting information from teachers, the current educational system encourages students to acquire knowledge, collaborate, and learn how to question and examine information.

1.8  Traditional Learning versus Blended Learning The future calls for drastic transformation, and education experts recognize that a single metric for all courses will no longer suffice. While the online paradigm eliminates certain physical ties entirely, the blended learning methodology brings everything together in one package. With this type of in-app learning, proficient development begins ahead of schedule, as it comprises a variety of workouts to develop critical thinking abilities and procedures. Blended learning combines a variety of learning styles and methods to help students achieve

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their educational goals and objectives more effectively than they would in traditional settings. Table 1.1 lists the differences between traditional learning and ­21st-century learning. The difference between traditional learning and current century learning is listed in Table 1.1. Blended learning also called hybrid or mixed reading is an effective combination of classroom activity and online learning through learning management system (LMS) learning platforms that students can access anywhere and anytime. It is a combination of e-learning and traditional learning that is increasingly accepted by educational institutions. This TABLE 1.1  Traditional Learning vs Current Century Learning

Traditional Learning Teacher-centered, structured curriculum

Current Century Learning

Student-centered, integrated, and interdisciplinary curriculum Prominence on subject knowledge Focused on intellectual abilities Driven delivery: learning content based Driven by demand: learning content is on availability based on what learners can actually learn Individual learning Collaborative learning Mastery of itemized knowledge or factual Focuses on learning tools information Courses focus on the lower levels of The aims of learning are higher levels of Bloom’s taxonomy – integration, Bloom’s taxonomy – information, understanding, and application analysis, and assessment (as well as lower levels because the curriculum is constructed top-down) Passive learning Active learning Driven by textbook Driven by research Students work alone in classroom within Students work collaboratively with their the walls classmates and others around the earth Teacher focus: the teacher is the center of Student focus: the teacher is facilitator/ attention and the source of information trainer Less student freedom More prominent learner opportunity Discipline issues – instructors do it. Don’t There are no ‘disciplinary issues’ – trust learners and the other way around. learners and what you teach are No learner inspiration mutually respectful. Relationships are as fellow students; students have high motivation Separate curriculum Interdisciplinary and integrated curriculum Average grades Grades depend on what has been studied Curriculum is incompatible to students The educational program is connected to learners’ interests, pregained information, abilities, and the present reality Student diversity is ignored Curriculum and teaching address student diversity

20  Basics of Blended Learning

type of teaching arises from the flexibility of traditional teaching schedules and spaces and ­provides new generations with a closer relationship and expertise in ­education. This allows for a more collaborative and valuable learning opportunity and institutes that choose this approach greatly enhance the educational experience of their students. Blended learning combines the best of both worlds: online research and face-to-face reading to help students stay motivated and engaged. Blended education combines classroom and online methods of teaching and learning, providing educators greater flexibility and learners a more lavish ­experience. It will establish a favorable link between friendly dialogue and online education. Blended learning is focused on outcomes, and it employs a variety of ways to help students learn the fundamentals. Many instructors oppose ­coordinated learning techniques because they imply relinquishing some control on content and how time is allocated in favor of an ‘individual, learner, and degrading methodology.’ Nonetheless, the fight is worthwhile since the benefits outweigh the drawbacks, and it is the greatest way to stay relevant ‘in our current  environment, where modern learning may surely surpass traditional instruction.’ The use of coordinated instruction allows educators to be more creative in how they design and deliver activities, allowing them to incorporate new developments into their lessons. Both the instructor and the student should be on their toes, since as innovation evolves, both the educator and the student must adapt. Mixed adapting frequently implies that all of the necessary reading materials will also be available online, allowing students to access them whenever they want to refresh their memories, ensure they understand the content of the exercises, or look for additional, in-depth resources on a fascinating subject. Advantages of Blended Learning 1 Accessibility of resources Learning platform environments provide access to a wide range of interactive and multimedia content, considerably expanding the teaching materials available in the classroom. Students prefer blended learning because they can access a wide range of online resources to supplement their classroom work. 2 Effective reading Blended learning is more effective than traditional methods because learners can focus on specific subjects such as new vocabulary or eloquence while using their computerized, Internet resources in their leisure time. During live meetings, the educator can work with students to assist them reach their unique needs and goals. No class time is spent covering subjects that students are confident they understand or can practice independently. Successful and genuine learning time in any venue improves learning. 3 Customized content In the case of conventional learning, individual student needs are ignored and integrated into a ‘same-size-fits-all’ educational plan. This can be

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expensive and tedious. In contrast, students apply only the relevant and important qualities through the blended learning program. 4 Greater control of their learning With access to the visual platforms, students have great control over their studies and can learn at their own pace by reviewing the syllabus anytime and anywhere. This is especially important for students with special needs as it enables them to keep up with the pace in the classroom and reinforce what they have learned outside the classroom through a variety of fun content that helps them stay motivated and keep up the effort. Students prefer blended learning because they have a procedure that connects them to the LMS educational platform. 5 No reason for fear Because students can ask their teachers any questions they want, customization reduces fear in the classroom. This not only maintains humiliation but also directs the reader’s attention to learning more and responding appropriately. Prior to meeting with their teacher, learners can use their online framework to familiarize themselves with language, speeches, and designs, which can help speed up the learning process. Concerns about assessments and marks, as well as the fear of failure, are eliminated with a planned strategy because passing/bombing a traditional learning environment isn’t required. 6 Motivation Students can obtain a timely response and maintain track of their progress using blended learning follow-up management and evaluation, allowing them to stay motivated to achieve their desired aims and targets. Qualified teachers provide a positive learning environment with socially appropriate and effective tools, making learning information more appealing, useful, and fun. 7 Flexibility Learners can make their own decisions and decide how their learning is delivered thanks to cutting-edge technology. Blended learning allows students to access information from anywhere on the earth as long as they have a computer or smartphone with Internet access. Live advice, whether human or visual, is based on the learner’s accessibility and takes into account greater adaptability, as opposed to traditional learning environments where learners must attend classes on a specific day and time. 8 Relationships with new technologies New generations, such as the century, define their entire way of life through their relationships and technology. As a result, it’s only logical that they want it to be incorporated into the educational approach. Students prefer blended learning because it allows them to learn in a digital environment using familiar visual tools that they use on a regular basis. Even though blended learning has only recently gained popularity, it has been used by educators and organizations for decades. Blended learning entails

22  Basics of Blended Learning

instructing students using many methods. Blended learning is a term that is increasingly being used to describe how traditional classroom approaches are combined with self-study to create an innovative integrative teaching methodology. Blended learning used to be thought of as a mix of traditional face-toface learning and other popular technologies. Everything from calculators to computers to the Internet falls into this category. However, blended learning has evolved significantly in recent years. The fact that so many educational institutions and organizations use integrated learning shows that it is an effective method of information transmission. It suggests a much more profound shift in core technique than simply bringing computers into classrooms. It expresses the significant shift in the way teachers and students approach the learning process. Let’s begin by understanding the core ideas and values that underpin an effective integrated blended learning strategy. To grasp this, however, it is necessary to first understand how it all began and the historical aspects that have shaped its main ideas along the way. So, let us go back to the beginning of blended learning. Using blended learning practices to teach and learn has become a common motivating strategy for students to engage in learning. As a result, blended learning has established and combined several learning approaches, and it is considered one of the advanced education styles. Blended learning provides guideline creation, data access, coordinated effort, personal development, cost-effec­ tiveness, maintenance assistance, and continuous critical thinking. Traditional ­e-learning is less beneficial and useful than blended learning. Blended learning is an approach used in advanced education to build a robust and suitable learning infrastructure to lessen learners’ anxiety and fear of making mistakes. It was first recognized at colleges in the late 1990s, and it gained popularity in the 2000s as most college courses were taught in a systematic manner. A few scientists claimed that integrating innovation into teaching enhances learning by guaranteeing it. It can also improve attentiveness, interpersonal interaction, and the use of learning resources by combining creativity and teamwork.

1.10  Need for Blended Learning It’s tough to pin down a single definition for blended learning. There are numerous approaches to consolidate face-to-face learning with online courses, as illustrated in Figure 1.8. Innovation upholds the learning cycle like never before by incorporating ­figuring out how to return to earlier workouts as a common teaching strategy. This is what makes blended learning the best model for the future of teaching: face-to-face and online content can be coordinated at any level, no higher or lower than the other in terms of predicting or evaluating collaboration in class, and the learner can find unique combinations of the two that suit their learning style, family status, and level of openness to innovation. If there’s one thing that consider spontaneous, limited openness to virtual classrooms has shown, it’s that not all communities are equally prepared to continue on to remote ­learning:

Basics of Blended Learning  23

FIGURE 1.8 

Blended learning approach.

with a personal device and a consistent Internet connection depending on the situation and not falling behind, advanced divisions between those who can meet the present who can be more substantial than at any other time, and actual well-being is still the confinement way for students to live. Considering this conflicted situation, revised blended learning that addresses these difficulties is a favorable agreement for the newly formed community. It is vital to remember that as this method of communication is passed down, educational content changes. With cell phones that can carry your class in your pocket and the size of the Internet as an alternative to course books, integrated reading shows students the important activities. Because it is difficult to recall all available individual data, training is now focused on applying information to real-life situations and recognizing where to find reliable data rather than memorizing facts and answering test questions. Instructors in blended learning situations are present to provide direction and support, act as discussion moderators, and provide guidance and supervision on student work, but they are not the sole source of data at the high level. You won’t stop learning once you graduate, because self-control is a cycle that follows you wherever. This is why blended learning is an excellent way to prepare learners for a world where information isn’t a collection of facts that can be easily separated into self-study, but rather

24  Basics of Blended Learning

a continuous, self-building up, intuitive process that necessitates a high level of autonomy, adaptability, and the ability to learn and improve over time, an innovation that makes it essential as a fundamental proficiency to become a valuable citizen.

1.11  Blended Learning in Current Education System Let’s look at how blended learning fits into the present education system and how people’s perspectives and attitudes have changed as a result of the integration of blended education. According to Norm Vaughan’s article “The Perspectives on Blended Learning in Higher Education”, multidisciplinary knowledge in higher education suggests that blended learning promotes student–teacher interaction and adds something creative to some of the more undesirable diverse cultures. Blended learning, in the author’s opinion, has had a good impact on today’s ­educational system. Blended learning aims to strike a balance between constrained reading and individual learning pace. Rich teaching does not imply blended learning. Blended learning’s fundamental goal is to provide students more autonomy in their educational development by relying solely on technology. It is, simply said, a win– win situation for both students and teachers. The learner’s talents and abilities are emphasized in order to prepare him for the challenges of today’s changing workplace. Because everyone processes information differently, digital reading attempts to provide more and more options for learning about certain topics. Teachers will not be overburdened with the common task of teaching others by overloading them with data; instead, they will concentrate on education that provides value by combining technology and face-to-face learning. Teachers will be able to become mentors without the pressures of formal education, thanks to the computerized and individualized approach. Students can connect to a global network of education and information through technology. Blended learning provides a worldwide window for students who may find traditional education programs difficult to access, and it adds a diverse range of stuff to universities, colleges, and study providers. In a nutshell, blended learning seeks to address issues that affect authorities, administrators, and students. Although many teachers have embraced this method of instruction, it is hoped that in ten years, blended learning will be more popular than ever.

1.11.1  Current Educational Technology in Blended Learning The instruction business has been encountering some new changes! From the transformation that has happened in the learning environment and the changing mentality of learners toward advanced performance, to the ascent of the most recent devices and advances inside the study hall, the instructive environment has changed drastically. Innovation has influenced each part of our lives, and learning techniques have accepted this change with great enthusiasm. As instructive

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innovation draws in an ever-increasing number of eyebrows for educators and guardians, there has been an emotional change in the manner we learn. 1 Virtual reality (VR) and augmented reality (AR) in learning Education today aims to attract students by promoting thorough encounters through infused learning – something that can make it unquestionably difficult for students to ignore information based on current events while offering complete clarity on the subject topic. The number of students who have trouble concentrating and staying focused while studying continues to rise. Using VR and AR technology in the classroom allows students to focus on the reality in front of them, making them feel motivated to participate in their studies and avoid any possible negative effects. Students grow more connected with AR in particular when they begin to focus on achievement rather than just knowing. When traditional classrooms focus on ideas, VR and AR move the focus to hands-on learning without the need for theory. This keeps students interested since they learn information rather than just hearing materials, which makes them curious and interested in the subject. VR and AR technologies produce immersive, interactive, collaborative, motivational, and engaging exercises, making them an effective way to catch students’ attention. In addition to the pressure and competition that classes can bring, students feel encouraged and empowered to learn and practice these devices, simply by testing themselves at their own pace. AR- and VR-designated gadgets are intended to drive significant student learning encounters like science, technology, engineering, and mathematics. Google Expeditions is one of the items that endeavors to make the AR class a useful idea with some basic portable applications. With more than 900 unique outings, Expeditions is a sort of involvement that aims to permit learners to have a brief look at how innovation plans for the future and how learning can profit with the sort of innovation close by. VR applications, for example, Unimersive, can move individuals to any edge of the planet, while CoSpaces enables learners to share their conceptions with other people. In the years to come, one can expect to witness a number of AR/VR study applications that will be widely used among students around the world. Teachers and students have the option to use any number of AR mobile applications designed for remote learning, such as JigSpace, Jig Workshop, Assemblr EDU, and Math Ninja AR, all available for download and use on any compatible smartphone. Younger students can even add to their learning with AR learning games and toys like PlayShifu. 2 Internet of Things in current education IoT is in reality perhaps the most powerful innovation transformer in the field of education and a main driver of innovation in schooling. The best benefit of IoT is to make the grounds more effective. IoT can also be used to connect institutional devices into a single organization, reducing unnecessary communication with human thought and allowing specific tasks to be

26  Basics of Blended Learning

carried out, such as attempting to change screens, showing exercises in the LMS, and changing device settings when the instructor enters the classroom to demonstrate a specific exercise. Also, IoT can be utilized for the absolute best advantages, for example, permitting educators to share input, results, and perceptions about students with different instructors and guardians continuously. Innovation can be utilized by educators to monitor learner execution, college work, and time to wrap up by gathering ongoing information, which will assist them with understanding the adequacy of instruction and learning strategies and any improper understudy conflicts because of tasks. This data will be a mutual benefit for learners, instructors, and guardians, making education an encounter they can capitalize on later. 3 Personalized learning The best gift given to innovation in training is the proportion of customized learning. Today, instructive foundations have the obligation to permit learners to seek after an investigation an alternative that is customized to their necessities or limits. For instance, learners with dyslexia have an alternate learning style and an innovation called Dragon Speech, which permits them to evaluate their test papers by voice, restricting them by not h ­ aving the option to talk or compose. Also, for example, personalized learning and adaptable learning will assist innovation with empowering a more compelling method of showing a bunch of learners who need more consideration and uncommon administration. Customized learning methods utilize trending technology to allow certain learners to establish their own rhythm and learning, to understand and absorb information, and to gather information appropriately for their cognitive abilities. Another example of a crossroads would be Osmosis, an adaptation tool developed by physicians to help medical students with a flexible learning approach that utilizes proof-based reading ideas such as cheat sheets, recordings, questions, pictures, gambling, community reading, and flexible duplication. 4 Gamification Educational institutions are well aware of the impact that video games have on the lives and minds of students, which is why modern classrooms have taken technical assistance to combine learning and play – together they immerse themselves in immersive experiences so that students learn even the most difficult exercises and instruction. The adoption of sports technology has made it easier, collaborative, fun, and entertaining for students to engage in difficult subjects like mathematics, making it easier for them to get ideas and concepts as a whole. In fact, the implementation of sports initiatives in education is a test entry that is accepted by almost all disciplines. Students are encouraged to utilize their imagination and originality to discover bottlenecks, solve challenges, and apply psychological ways to

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make key decisions through the use of visual games integrated with teaching methods. The transfer of education delivery involves immediate outcomes and feedback, which motivates students to play these games and enhance their problem-solving and other intellectual abilities. Artificial intelligence (AI) in learning AI has the capacity to encourage and enhance the development of new educational horizons and technical advancements. Throughout preschool to university education and executive education, technologies will have an influence, offering the potential to develop innovative teaching capabilities with personalized tools to enhance students’ experiences. Smart content is indeed a hot issue now, since AI can write digital content with the same level of linguistic acumen as its human counterparts. From digitized handbook aids to customizable educational user platforms, smart learning material generation is possible in a variety of settings, spanning from kindergarten to postsecondary to workplace. One example would be when AI can reduce the material of lengthy troubleshooting manuals into further comprehensible learning materials that include troubleshooting procedure summaries, flashcards, and smart simulators. It could also be used to create virtual material and curriculum for a range of systems, such as videos, voice, and interactive assistance. The traditional professor may eventually be replaced by a robot thanks to AI. Almost fully, at least! However, virtual human instructors and supervisors that really can act and think like humans currently exist. The ‘­touchless technology’ or ‘gesture recognition technology’ is a latest innovative ­technology that enables virtual instructors to reply or interact with humans in a conventional manner, adapting toward both verbal and nonverbal clues. To develop 3D virtual personalities and interpersonal relationships, intelligent learning spaces and systems combine AI, 3D gaming, and visual effects. Augmented reality could eventually become a learning experience; therefore, this endeavor comprises many more virtual instructors. 5 Learning analytics Learning analytics has advanced substantially in recent years, particularly in higher education. Teachers can only measure and report student assessments using learning statistics. They are more likely to grasp and apply reading effectively after that. Teachers can increase their students’ knowledge and abilities by acquiring comprehension from their students’ learning processes. Teachers, for example, can identify what types of content (text, photos, infographics, or videos) students prefer and use that information in their upcoming classes. Teachers can also see which relevant facts were not provided successfully and improve them in the future. Furthermore, learning analytics assist teachers in identifying student bottlenecks that may be related to academic or behavioral issues.

28  Basics of Blended Learning

1.12  Making the Blended Learning Work The blended learning experience works amazingly well as it provides students with the benefits of visual and traditional learning. Students can take advantage of reading tests. These days, they can utilize their cell phone or tablet to accommodate their examinations around their different commitments. Admittance to a computerized learning stage additionally permits learners to get a fast reaction to their work on account of robotized testing. Notwithstanding, one of something kind about a blended learning program is that learners experience these advantages just as the genuine local area of actual physical life. 1 Flipped classroom model There is a developing exploration proposing that the model planned in the classroom could be the eventual fate of education. The flipped-based classroom study attempts to address this by ‘researching’ the conventional job of each learning space. Subsequently, the learners spend a free perusing period taking a gander at the substance of the discourse and presenting novel thoughts. Then, they use class time to participate in discussions regarding the data, take tests with the assistance of their instructor, and complete group work and discussions. This strategic approach is a popular choice among professors and students alike. It enables physical instructors to increase the amount of time the local area must consider while ensuring that learners do not lose out on fresh information. 2 Digital assessments for instant feedback One of the most popular focuses on the computerized learning stage is that it makes educators’ lives easier. It allows educators to create devices in regions that would otherwise consume a significant amount of their time. For example, assessing covers different parameters and assessing instructor time. Fortunately, an LMS can help. This type of advanced learning stage can help educators simplify the assessment process while also allowing students to see their results sooner. 3 Digital revision Using an advanced learning stage allows educators to gain insight into how well their students are doing. Another fantastic way to use this in the classroom is to use the results of advanced independent review exercises to create a survey strategy. Instructors can invite students to complete audit assessments at home in an advanced collaborative learning setting. They have access to the data needed to perceive any of the classification weak points. 4 Group projects using multimedia tools A learning management system can be a fantastic tool for students to share their learning materials. Participating in group projects that can make the most of these tools is an excellent way to improve the feasibility of ­coordinated learning or a planned learning strategy. This type of study can be made to run smoothly using an LMS. It also means that students

Basics of Blended Learning  29

might use the same gadgets both during and outside of the active learning period. 5 Mastery-based learning This style of learning examines each learner’s progress in comprehending the topic without regard to time constraints, allowing them to study at their own pace. This method employs a teaching method in which students demonstrate a high level of comprehension of a topic or subject area. In fact, with skill-based education, students should be able to clarify and understand their work, demonstrating that they can solve word-related difficulties in context.

1.13  Implementation of Blended Learning 1 Using teaching tools Incorporate advanced innovation into your classroom exercises and customary instructing strategies. Exchanging between PC-based or gamified learning and eye-to-eye guidance will keep students learn and reinforce exercises. It can likewise enable understudies to move at their own speed. 2 Digital learning Learning should continue after the learners leave the classroom. The upside of fusing advanced learning is that it permits learners to access five data, exercises, and games anyplace and anytime they want. Computerized learning offers adaptability that upholds learner accomplishment. A few educators utilize computerized assets to relegate holiday learner’s activities to guarantee consistent learning. 3 Customize each student’s learning styles Each learner is different in the way they work in their learning. Make sure you use a variety of resources to motivate students who need them while challenging those who already know about this. This will build confidence and ensure that each learner works at his or her level of competence and is not disabled by abilities when faced with new challenges. 4 Select the blended learning model Investigate various models of blended learning to figure out how to perceive what fits well in your group. Other well-known models to consider are station rotation, flipped classroom model, and flex model, yet there is an assortment of alternatives to browse. Change your arrangements as you proceed to impart your prosperity to different educators so their learners get similar advantages in an incorporated learning climate. a Station rotation In a station rotation, the teacher splits the classroom of students into smaller learning communities. Each small group of students works on one activity per station and goes around completing each activity during class time. The rotation exchange method allows teachers to easily adapt

30  Basics of Blended Learning

tasks according to the needs of the students and apply the ­technology in a variety of ways during the same class. b Whole group rotation The whole group rotation is almost the same as station rotation, because it permits teachers to travel from one job to another, but it doesn’t mean learners to form small groups. This approach is suitable for teachers who may feel that they have the resources or class size to facilitate small group discussions that can take place at the same time. However, it still helps the teacher to use skillfully and diligently both technology and face-to-face instruction. c Flex model Students learn onsite about brick and mortar construction using an online teaching tool as the backbone of that subject or lesson, with the teacher providing support as needed. Student teaching methods are customizable and f luid, and the depth, frequency, and method of teacher support may vary depending on the implementation model. d Virtual model Except for an institution built of bricks and mortar, students require time to study face to face with their teacher, but they can do all of their other activities away from campus. Although students do not meet with their instructor on a daily basis, regular teaching sessions are held. e HyFlex model HyFlex is a hybrid design and learning paradigm that delivers the aspects of hybrid learning in a f lexible course framework that allows learners to participate in class lectures, online sessions, or both. Learners can modify their participation method on a fortnightly or topic-by-topic basis, depending on their preferences. Several approaches across course content are presented by HyFlex, which might be useful for courses where students enter with varied levels of experience in the particular topic. Classes based on this paradigm aid in bridging the gap between the online and off line classrooms. The structure motivates learners to explore debate discussions through one network to another and then provides them with access to both. 5 Blended videos The benefit of having learners watch a video outside the classroom is that it saves the class time for peer conversation and cooperation and propels the instructor to more facilitators in the study hall. There are video instruments such as EDpuzzle and PlayPosit, where learners communicate with the video. By responding to questions all over the place, they are bound to what in particular is composed and can show what they are perusing. The instructor has a fast reaction and can more likely see how learners learn and give altered directions. Which of these apparatuses is best for the instructor to make exercises yet additionally offers learners the chance to do exercises that can be imparted to different learners. These instruments have given

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genuine learning, critical thinking, basic reasoning, and cooperation. Above all, they set out a freedom for understudies to move from learners to pioneers and from shoppers to makers in the study hall. This is one of our principal objectives as educators – to give openings that engage learners to be more in charge and drive their own exercises. These authority openings additionally help understudies feel esteemed in light of the work they do. There are test exercises or ‘bulbs’ accessible, so attempt one in the library and perceive how it works in your study hall. 6 Game-based learning The students will be allowed to play a game or practice after the college day has ended. There are several options available, including some that allow students to create and share their own games. Kahoot, Quizizz, and Quizlet are a few examples. It’s simple to make a game with any of these three apps. There are a plethora of social games and Quizlet cheat sheets to choose from, and it’s not difficult to create your own or for students to successfully impart to the class. This may be used to differentiate classwork and provide students something unique and useful for their learning, which they can then share with other students and classrooms. It’s also a good opportunity to learn about students’ needs based on the types of questions they’re planning and the lingo they choose to include. Another advantage of using Quizizz is that students can do their work from anywhere. 7 Discussion beyond the class There are devices available for students to investigate, discuss, or write concepts that can be figured out anytime and anywhere. For example, the iPadlet is an ‘increasingly obvious splitter’ where educators can post dialogue questions, suggest that students think critically, provide project references, and so on. It’s a quick and easy way to connect learners and grow where and when learning happens. The post is taken and used as a starting point for discussion in the next class. Wikispaces can also be exploited in this manner. A Wiki that allows students to create personal pages, share information, and respond to chat threads is created. The idea is that students can complete some of these exercises outside of class time, and then teachers can create exercises that will motivate learners. While all of this contains some form of innovation, they are intuitive tools that pull in learners, expand and “hold the boundaries” of the classroom, and provide learners with the opportunity to achieve something outside of class through genuine learning. We are not only giving them facts to succeed but also encouraging them to make their own way to progress by giving them the opportunity to do something other than retain information, all things being equal of performing, planning, and thinking. Furthermore, when they do so, they should ideally figure out how to better analyze themselves and demonstrate, both of which are basic qualities they should have in the institute and their professions.

2 BLENDED LEARNING DESIGN

2.1 Introduction Over the past few years, there is a keen interest in the development of integrated teaching models known as blended learning that responds to the requirements of teachers and learners in the hybrid learning environment. There is a necessity for construction of theoretical corporate or blended learning theory that delivers a concrete foundation for supporting the successful formation of blended learning environments. The hybrid learning environment’s design (face to face/ online) should be very clear, as well as there should be a significant motivation for the development of blended learning teaching methods. If the education plan is carefully developed prior to implementation, this hybrid technique has been proven to be a successful learning strategy (Inal and Korkmaz, 2019; Ustun and Tracey, 2019).

2.2  Design Consideration The most recent models of blended learning reaffirm the design law of the study of the concept and purpose that is reflected in the consistent structure, from the organizational level to the academic level (Ferdig et al., 2012). The key lesson from successfully integrated education systems is that successful blended programs have guidelines and are designed for a reason, and all decisions about program design adhere to the main direction and determination and are unswervingly expressed throughout the course, both abstractly and visually. Each aspect of the course should assist the objective of the lesson, as follows: 1 Some essential concerns should be kept in mind while developing a blended learning course for students participating in the blended learning (Rasheed, 2019). DOI: 10.4324/9781003307730-2

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2 Time management skills, use of peer learning strategies, seeking online help, self-management skills, and pre-face-to-face preparation classes. 3 Digital literacy and technical skills which include use of social media, resistance to technology, disruption caused by excessive technological complexity, and weakness in the use of digital technology. Make sure students know how to use any technology used as part of the lesson. For example, if students are making a project video, be sure to include instructions on how to use the video editing software with the tutorials and to use the technology to complete the assignment. 4 Isolation, for instance, loneliness and problems of harmonious communication. 5 Access to technology which includes lack of technical and infrastructure tools, outdated technology, inadequate Internet access and checking that students can access, open, download, and use any online resources. For example, if many have a slow Internet connection at home, do not put PowerPoint slides online with too many images, as it will make it a very large file size that is difficult to download. 6 Technical difficulties. 7 Availability: create online learning sections with universal access and various learning styles in mind. For example, in videos, insert text that readers can read instead of only listening to the video. This helps second-language learners gain better access to reading content. Designing integrated instruction is different from designing an independent course. An organized mindset is needed to ensure that everything fits together effectively. To find an effective design strategy for the blended learning approach, the following best practices are to be followed: 1 Design to meet learning results, not utilizing explicit advances. Pick strategies that will supplement the learning results, instead of zeroing in on explicit methods. Leave the appropriateness of meeting the presentation goals along with the main goal in planning blended learning. 2 Design to meet the drivers of the association. Discover the motivation behind utilizing an incorporated methodology. Is the reason to reach out to a more extensive crowd or to address the issues of various learners? If your goals fit with those of your company, you will almost certainly gain internal and external support. This also helps you to link the planning to realistic statistics, making it easier to assess the program’s effectiveness. 3 The interaction design determines how the components of the integrated technology will interact. Interconnecting the interactions of multiple components can help strengthen one another. 4 Consider the learner’s interests and the topic. When developing and strengthening the blended learning method, keep the learner’s preferences in mind. Examine the crowd to see which areas they like or to identify the most favorable. Individuals who are isolated from their friends, for example, may prefer online visits to private exercises.

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5 Design without any preparation instead of recreating existing subjects or educational programs. In The Handbook of Blended Learning, the authors suggest a new beginning with the blended plan. The mixed methodology requires another point of view. In the event that you continue an existing exercise, you are as of now squeezed for the past strategy. 6 While the assortment of learning advances accessible is energizing, remember about the altered choices. Think about the full scope of alternatives. Proficient preparing, advising, and shadowing could be a productive component of a coordinated learning program. 7 Enable coreading. Identifying and gathering information about group projects can be a fantastic way to reap the benefits of collaboration among coworkers. This could also help to improve learning by organizing the collection of psychological resources. Understand how a coordinated effort can reduce the loads of understanding. 8 Make sure everything is similarly significant. In case you are one-sided against innovation-based learning or think that inside learning is extremely compelling, foster a feeling of direction all around. Pick those that best help the specific situation and execution targets. Treat them all as significant. 9 Evaluate the framework with a model. To test a coordinated framework, start small with a recreated model. Notice whether learners can see how it meets up and hope to see where individuals may stagger. Know what aspects are motivating, viable, and perplexing. Implement a continuous improvement strategy. 10 Prepare students. The incorporated system will be new to numerous ­workers. Give guidance and thoughts on utilizing this strategy. You might have to introduce it at the authoritative level, to access senior administration. Members can appreciate the opportunity and variety in blended learning. Tell them its advantages.

2.2.1  Design Thinking Design thinking seems to have become essential for several tasks in both schooling and intensive degrees as a perspective and work mindset for innovative issue resolution. Incorporating design thinking into the classroom involves stressing our unique human characteristics and skills. It’s important to note that this isn’t wholly new, and it’s not intended to effectively replace whatever has been functioning. However, design thinking has been shown to be a successful method for implementing transformation in a range of fields, including science, marketing, and administration. Design thinking is a systematic way of resolving complicated challenges. The main concept is to comprehend the issue and devise the greatest potential remedy. To address an issue and create a model, we follow a five-step procedure. The procedure is repeated multiple times in order to arrive at the highest

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utility. Design thinking is creative, and every person has their own approach and thoughts. The major stages of design thinking that could be applied to the educational field are as follows: 1 Empathize Empathizing with the problem is perhaps the most critical step in comprehending it. Educators must recognize their students and address their feelings, aspirations, and obstacles in order to plan and deliver the appropriate curriculum. Observing the students is the best method to empathize. This will aid in comprehending their actions. In order for each and every kid to be engaged in the learning process, we must undertake interesting activities in the class. Instructors should continue to observe and respond. 2 Define The knowledge gathered in the ‘empathize’ step is then used to highlight the issues we confront in the next stage. This stage’s goal is to construct the problem formulation, which summarizes all we’ve learned thus far about the students. 3 Ideate After acquiring information and assessing the situation, devise a solution. In the ‘ideate’ process, explore and build a wide range of potential solutions. The purpose is to avoid expressing uncertainty about the ideas that have been produced and to encourage organizations to be identified. This makes it easier for everyone to respond to problems and find the appropriate solution. 4 Prototype Devise a strategy (a concept) to suit the students’ requirements using the finest thoughts from the ‘ideate’ stage. Designers then present this strategy to the students, understand what others are saying, and make adjustments as needed. This stage necessitates a thorough examination of a wide range of options. 5 Test Then, prototypes are tested in the real world in the ‘test’ step to enhance them (lesson plans). We determine the greatest potential option to satisfy the students’ objectives by repeating the test plan.

2.2.2  Six Thinking Hats Just about every problem-solving task that one may find in the classroom could be addressed with the six thinking hats technique. Ascribing a color to each cognitive style acts as a visualization tool for learners to understand which cognitive skill they are employing. In real concern activities, the primary principle of this strategy is to digest knowledge and come to the strongest findings possible. To acquire a more comprehensive picture of a topic, institutions normally have a facilitator guide the group through each of the hats and their roles. It could

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be used in a range of situations, including product development, motivation and commitment, and minimizing risk. The six different hats learners would wear, as well as the types of thought they reflect, are discussed in the following section: • • • • • •

White hat: analyze the problem’s fundamentals as well as other objective information. Red hat: share your thoughts and views regarding the problem. Black hat: illustrate the situation’s negative characteristics and the worst circumstances. Yellow hat: examine the situation’s good aspects or benefits. Green hat: contemplate green hat solutions as ones that originate from a fresh perspective on the situation. Blue hat: summarize all you’ve learned.

2.2.2.1 Advantages of Using Six Different Thinking Hats in a Group Activity It must make logical sense to devote valuable time to learning and implementing six different types of thinking hats in the classroom. The advantages of employing the six thinking hats for cooperative learning are as follows: 1 Improve your critical thinking skills Allows students to build critical thinking skills by blending the blue, white, yellow, and black thinking hats. These thinking hats certainly take a structured process to lay out a scenario. When examining a scenario, learners will be directed rationally. This helps to build a strong framework for critical analysis in learners. 2 Develop an inventive mindset Learners can enhance innovativeness by blending the green and red thinking hats. Furthermore, when worn simultaneously, these two hats can help kids develop their inventiveness. Here’s where they can complement each other: the green hat attempts to think of new concepts. The red hat, on the other hand, relies on perception. Innovative concepts can be made practical and distinctive when perception and logic work simultaneously. This encourages creative thinking. 3 Getting ready for a good debate A group conversation using the six thinking hats method is likely to wind up with one point of view. This solitary point of view is typical in group discussions. When individuals of a group share some common dominating types of reasoning, this occurs. This keeps other points of view from coming up in the dialogue. As a result, employing the six thinking hats can help to make a group conversation more fruitful. 4 Ascertain that each student participates Allocating a thinking hat to each learner in a team will ensure that they participate in the task. This would prevent the typical problem of learners

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refusing to interact with their peers in an activity. Certain learners in a group, for example, may not want to participate, although a few individuals may overwhelm the debate. Every member in the classroom will have at least one speaking chance if they utilize a methodical plan that relies on conveying each thinking hat. This will ensure that all pupils in the group participate. 5 Demonstrate various ways of thinking The major advantage of the thinking hats is that they may be used to promote many forms of thinking. Almost everyone seems to have a preference for a certain way of thinking or a certain point of view. Unfortunately, being constrained to one’s own preferred way of thinking may not be a useful experience for students. Students’ thinking abilities can be widened by exposing them to other forms of thinking. This may result in positive learning results in their studies. They will improve their ability to analyze challenges from various perspectives in order to discover remedies as a result of this experience. 6 Role-playing is entertaining Role-playing is a teaching technique that makes learning more entertaining. Learners will have a good time and be much more motivated because the six thinking hats have built-in role-playing capabilities. It is not vital to incorporate any specific pattern when doing a classroom practice, group activity, or creativity gathering. If you would like to convey information and provide a more comprehensive method, you’ll devote considerable time to the white hat compared with all the others. You’ll spend a lot more time wearing the black hat when you would like to be sure you’ve covered all of the potential traps and dangers of choosing a particular option. The red hat will appear most significantly when you’re concerned about people’s visceral reactions. The green hat will also control the discussion if you’re aiming to inspire new creativity and solutions.

2.3 Complex Adaptive Blended Learning System – Theory for Supporting Blended Learning The complexity of learning has increased by integrating campus-based learning and technology-based learning. Difficulties are found not only in the development of new elements in the teaching–learning process but also in the integration of these new things. The introduction of technology and its impression on learning acts as a good example. The technology emphasizes that it can impact changes in jobs, programs of study, and social interactions in the learning environment, and that these changes are reversible. Obviously, an integrated approach is needed to effectively address the difficulties and repetitive changes. This section gives an overview of certain basic theories of complex adaptive systems. Learning is seen as a complex and dynamic process depending on the growth of current technology. A complex adaptive blended learning system contains six

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FIGURE 2.1 

Complex adaptive blended learning system.

subsystems for learning, namely, student, teacher, technology, content, learning support, and institution, as illustrated in Figure 2.1. In every complex system, each of these subsystems interacts with and within itself in a continual and outof-sequence manner. At the same time, each of these low-level programs has its own characteristics and internal driving power, depending on nearby systems to maintain its power. Moreover, each of the subsystems also has its own subprograms, and they all work together to create an integrated learning program. 1 The students As the basis for a complex process, the student develops by merging with other subsystems, persistently procuring new identities. Blended learning courses have revolutionized the learning process by converting students from passive to active participants. This is the result of having a dynamic, flexible revolutionary process as it integrates with other subsystems in a diverse learning environment. 2 The teachers In the integrated learning platform, teachers meet with other subsystems, especially students, to turn into a new generation of teachers with new identification and various technical skills. This new generation of teachers could be described with new labels such as moderators, advisors, coaches, e-consultants, and counselors. 3 The content The content that students share in blended learning has never been seen to be as rich and appealing as it is today as the result of constant communication and frequent persistence by the student, teacher, technology, learning support, and institution. This has been evidently revealed by the classification of blended learning, catchiest by types of learning content that occur in

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blended reading. These classifications include integrating offline and online learning; integrating with autonomy and a living, cohesive life; planned integration and informal learning; integrating custom content with off-theshelf content; and integrating learning, practice, and operational support. 4 The technology The complex state of the technology has been acknowledged by researchers such as Ni and Branch (2008). They recognized many connections within technology and between the environment and the technology and emphasized that such anxiety has been adequately taken into consideration in the study, ‘thus yielding results for many research studies about education technologies that are lacking in access or use’. Furthermore, continuous technological growth is frequently ‘kicking’ integrated learning to revitalize it, and in one fell swoop, balances ‘on the verge of confusion,’ which preserves the internal structure, despite the learners’ changing demands and skills to bring new technologies. The practical inquiry revealed that the development, agreement, innovation, and lifespan of new technology is frequently a dynamic, flexible process. The system’s self-organizing process eventually allows those technologies to adapt to a relatively simple integrated learning system. 5 The learning support The complex adaptive system framework discriminates itself from integrated learning models by shifting learning support from its back to front. The reason for this impulsion lies in the student’s management over his or her learning, which is a fundamental principle and student-centered approach. In this investigation, learning support is addressed to contain two types of support: educational support that focuses on helping students develop appropriate learning strategies, such as effective planning and collaboration skills, and technical support aimed at helping students improve their knowledge of technical and fluency tools that they use to complete specific learning tasks. Individual academic or professional needs can benefit from both kinds of resources. Furthermore, learning support methods should be suitable to the demands of students, developed by teacher, if necessary with continual technological innovation, and backed up by institutional support. 6 The institution From the academic level to the institutional level, the institution empowers blended learning as a subsystem. Support mechanisms at the institute level should be provided to continue blended learning. The standard can also comprise schemes, guidelines, support, and service (Graham et al., 2013). The student, the teacher, technology, content, and learning support all contribute to and enhance these techniques. Following that, the institute serves as the primary motivator for the development of subsystems. In a nutshell, the importance on diminishing and strong interactions between subsystems clearly indicates the differences between the complex adaptive system framework and the reigning integrated learning models.

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2.4  Blended Learning Structures in Education With the idea of the blended learning theory, we can move further to discuss about the blended learning structures in types of education. There are many factors to consider while choosing how to integrate classroom teaching and online teaching as well as learning activities. More cooperation emerges between students and teachers in specific contexts, such as when direct delivery of lectures occurs in the classroom; perhaps, content sharing and more additional functions are delivered online. In some cases, most of the class activities take place online, with rare meetings that are held to solve problems and to build up the community. In blended learning, students can select what activities they will do online and what they will complete in the classroom. Preferably, the integrations are customized so that each student has a combination that best suits their age, life learning conditions, and learning requirements. Students decide what to learn completely online and what to learn in in-person mode, and once the blended learning design is known, the students decide when to go to in-person classes, when to watch videos and download materials, and when to complete the assignment online. This type of customization is not always accessible. The most important issue is to ensure that students can interact well with the delivery method offered, whether individual or blended, and that it is their preferred way or the greatest choice for them. Teachers are important and powerful instructors in helping students manage in any learning environment; the teachers and learning designers have to provide blended functionalities well suited to the subject, student needs, and academic needs. Neither all learners are distinctive, nor does the exciting blended learning design fit into one single model. Some of the blended learning structures that could be incorporated in ­education and could be molded to suit any teaching–learning scenario are as follows: 1 Face-to-face blended class mode Despite the fact that online activities have taken up a substantial percentage of class time, the face-to-face blended class approach is still based in the classroom. This model requires a lifetime, while online activities are used to enhance face-to-face lectures; evaluations, queries, and other examinations are completed online at home. Because class time is used for fantastic learning exercises like conversations and gathering projects, this model allows learners and experts to share the most significant demonstrating opportunity. Online blended class mode The online blended class also called online driver mode is the other way round to the face-to-face blended class. Most of the classes are conducted online but if needed few activities are conducted face to face such as laboratory exercises or lectures.

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2 Flipped classroom mode The flipped classroom transforms the conventional classroom model of listening to a lecture in the classroom and finishing activities at home. In the flipped classroom mode, a student looks at a short video of the lecture online and then enters the study hall to do tasks like working groups, projects, or other activities. It could be considered the submodel of face-to-face blended classes or online blended classes. 3 Rotation class mode In the rotation class mode, students in the course rotate between different modes, one of them is online. There are a variety of smaller modes: rotation by station, rotation by lab, and rotation by individual. Rotation by station, for example, requires students to move around between class stations at the discretion of the instructor. Some rotation modes are best suited to the college campus; for example, rotation by laboratory requires students to navigate between campus locations such as the online learning lab. In rotation by individual, the student rotates through learning methods in a customized system. 4 Self-blend mode Although a significant number of blended learning styles on this list are still at the level of course, the self-blend mode is an example of program level and is common to most college students. Students using this model are enrolled in an institute but take courses offered online in addition to their own traditional face-to-face course. They are not guided by a professional instructor and can opt for selective courses that they will take online and which they will take in person. 5 Blended MOOC mode Blended massive open online courses (MOOCs) are a type of flipped classroom mode with face-to-face class mode, which is used to enhance the MOOC. Students receive the materials of MOOC mode perhaps from another institution or lecturer if the subject is available outside and then come to a class meeting for discussions or to perform classroom activities. 6 Flexible mode Adaptable mode programs provide each instructor a variety of perspectives, whether in face-to-face, personal, or online mode, and learners can choose their own courses.

2.5  Blended Learning Methodologies We live in what is frequently called ‘The Age of Knowledge’, which has been changing the needs of purported knowledge community. Education should be altogether explored and acclimated to this new kind of society described by information, experience, and correspondence. To be sure, these new

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advancements are now carrying birth to another type of education upheld by the information and communication technologies (ICTs). There has been a developing revenue in examination to contemplate the effect of ICT instructive cycles, in accordance with the developing selection of this innovation in all degrees of educating and learning measures. Lately, one of the principal lines of examination has been on how ICTs can be incorporated in educating and learning measures. The incorporation of ICT ought to be done as an augmentation of the customary showing measure but not in the general cycle. At the end of the day, incorporation should mean a blend of ICT and conventional showing techniques, intended to take a student to another degree of comprehension. The various tactics that have been used in combination to find out how to further develop the demonstrating learning measure have been studied in this part, as follows: 1 Brainstorming Brainstorming is a cycle intended to help groups produce innovative thoughts that are fully intent on taking care of a specific issue. Brainstorming/ conceptualizing can be used to generate ideas for a wide range of topics and projects, from finding the proper name for your first solution to a global environmental crisis. Contingent upon the issue the gathering attempts to address, the analysts found that while utilizing customary, conceptualizing the individual’s psyche will in general do more terribly than a similar number of individuals working freely. There are numerous reasons for this condition, among them is the purported onlooker impact, otherwise called social tidying. This is a human inclination to put forth little attempt within the sight of others. Social nervousness can assume a significant part as well and particularly influence those individuals from the gathering who are timid, enrolled, or have less insight than others. Also, singular colleagues can state each viewpoint in turn assuming they need the entire gathering to pay attention to their ideas. This extraordinarily restricts the amount of thoughts that can be put forward within a given system. The answer for each of the normal issues related with conventional ­brainstorming comes as current innovation which empowers groups to think together progressively without being in a similar room and genuinely associated. Social tension isn’t an issue when you are managing your PC screen rather than accomplices or chiefs who might pass judgment on your individual name; the survey impact doesn’t function admirably without genuine watchers; and the measure of thoughts that can be gathered in a convenient way is restricted exclusively by your composing speed. Contrasted with individual reasoning, web-based brainstorming has been found to augment the inventive impact by roughly 50% of standard deviations. Web-based brainstorming can be run with an assortment of intelligent programming, for example, Google Docs white online sheets or tacky note tools.

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2 Role-play Role-playing is a method of allowing students to study real-life ­situations by collaborating with others in a controlled environment to promote information and try out different approaches. Participants may play a similar role or impose a different effect through conversation or correspondence, depending on the purpose of the activity. Both of these alternatives give a chance to basic learning, with the past data considering the disclosure and the last promising individual to foster a comprehension of the circumstance according to an ‘inverse’ viewpoint. Role-play enables learners to experience real-life examples of behaviors, attitudes, and decision-making skills that they need to succeed and gain ­confidence in the role. Practical situations and letters provide a more interactive approach to reading than standard classroom-based reading. ­ Role-play can also link information from classroom-based learning to reallife simulations. Online role-play can be utilized to make pretends that are more than conceivable in an eye-to-eye program. Off beat advancements, for example, online gatherings and conversation sheets, social networks, Twitter, and so forth, permit reproduction to happen in a long and exceptionally designated way. This implies that reenactment should be possible without set occasions and times when learners can’t truly meet simultaneously. For this situation, the learners would record their piece of the conversation, delay until different members react, then, at that point, present their own reactions, etc. This exercise allows participants to communicate when they are able, as well as observe their reactions. While individual activity may appear to be similar to face to face, it may reflect conditions such as neighboring instant messaging chats. Another benefit of utilizing online role-play is that it can permit outside members to take an interest in this reenactment game. Instruments like Blackboard Collaborate, Skype, and Google Hangouts all give online space where reside talks, including video, can happen. This implies that an individual with information or aptitude in the play region can take one of the parts, delivering a genuine understudy insight. 3 Case study Case study teaching is an effective case-based teaching method that involves learners’ learning through practice. Many students are more inclined than they think, which means that they learn better from examples than from logical progress toward basic goals. The use of case studies can therefore be an effective classroom approach. Cases are real or imaginary stories that involve an ‘instructive message’ or narrate events, problems, beliefs, or psychological issues that require analysis and decision-making. Case study simulates real-world situations and asks students to deal with complex issues. This teaching method is used in all fields to promote learning and is common in engineering, law, business, and medicine, among other fields.

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4 Model demonstration Through demonstration, the learning and teaching process is carried out in a systematic way. Demonstrations are often used when students have trouble communicating ideas in real life or when students are unable to understand the use of ideas. The demonstration approach is a traditional learning strategy used in the teaching–learning process. This strategy focuses on achieving psychometric and cognitive goals. Speaking of its structure, it is presented in three consecutive steps: a Introduction: this step aims at the objectives of the lesson. A teacher may be seen as a supervisor. Prior to taking efforts to enhance the students’ situation, they demonstrate what is being done. b Progress: the students try to begin the indicated activity. If there is any question, the teacher tries to answer it with continuous demonstrations and illustrations. c Consolidation: in this step, the teacher integrates all the activities and then these activities are reviewed and evaluated. Model demonstration helps to incorporate a different concept to make learning permanent. Although the behavior of teachers is democratic, it invites students’ cooperation in the teaching–learning process. It develops interest in students and motivates them for their active participation and helps to achieve psychomotor goals. 5 Analogy Analogy is a teaching approach that uses basic knowledge to introduce a new topic. Using analogies in the classroom is a practical strategy as students tend to find it easier to understand a lesson when teachers make connections between a new topic and what has already been taught. As we use standard analogies for students, we increase the retention and recovery of information, thus improving and strengthening the learning process. While using analogies, the teacher tries to emphasize the features or similarities of a common topic to the unknown. ‘Like this’ and ‘this is the same as …’ are some examples of how we can use symbols to explain ideas. Students familiar with the familiar information will try to grasp the new information by understanding the similarities between the two. The use of analogies makes the data more manageable, provides a framework for new schema learning, and helps in the construction of new information. 6 Group discussion Group discussion is a student-centered strategy, in which students are divided into groups and are encouraged to discuss a given topic. A group discussion is moderated by the teacher. Classroom atmosphere is independent and most of the time, only the teacher is active and the students accept his or her ideas and opinions. After giving the talks, the teacher encourages the

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students to participate in a group discussion. The teacher provides guidance for making the discussion fruitful. This teaching strategy focuses on achieving high-level comprehension goals. Group discussions are organized in two ways: formal and informal. In formal discussions, the issue to be discussed is more organized, with appropriate planning and due process. The teacher works as a team leader. In informal discussions, the subject matter will be discussed informally. There is no set time and no rules to follow. A group of students chooses an outstanding student to be the leader, who guides and leads the conversation. The teacher does nothing and watches the students participate in the discussion. 7 Scenario-/case-based analysis An example of a scenario/case is the actual expression of a person(s) in an environment presented for teaching content. Two key factors that affect case-based analysis are communication, which includes explanations, and challenges for the learners’ thinking. Interactions between learner groups, facilitators, and students are permitted, including clarifications, resulting in a diverse environment. Practicing ideas in real-life situations, the concept of connecting varied ideas, and evaluating the issue in multiple ways are all examples that can be used to assess students’ thinking. It demonstrates a person’s problem-solving, decision-making, and project-creation skills. 8 Flipped classroom a The flipped classroom is a teaching method in which the teacher provides direct guidance from the group’s learning environment to each teaching and learning environment, transforming the resulting gathering room into an amazing collective learning environment where the teacher guides learners as they apply ideas and connect with the point in an innovative way. Flexible environment, learning culture, intentional content, and professional educator are the four pillars of FLIP, which are briefly discussed here. b Flexible environment Flipped learning examines a variety of learning methods; teachers reorganize their examination areas on a regular basis to accommodate group work or free learning. They build f lexible venues where students can choose when and where they learn. Furthermore, instructors who investigate their classes change the classes on a regular basis based on student study periods and performance evaluations. c Learning culture In a traditional teaching style, the teacher is the primary source of information. Surprisingly, the f lipped learning approach shifts education to a student-centered cycle, in which class time is devoted to studying subjects in more depth, opening up tremendous learning opportunities. As a result, the students are more successfully engaged with facts and discussion and exploring their learning in a reasonable manner.

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d

Intentional content Flipped learning teachers are always thinking about how to infer a f lipped learning model that will help students create theoretical agreement and workouts quickly. Depending on the level and scope of courses, teachers purposefully employ the content to extend their learning time by accepting noteworthy, learner-focused learning techniques and procedures. e Professional educator The experienced professor’s role in a f lipped class is more crucial and frequently required than in a conventional classroom. They usually look after their students in class by reacting appropriately to them and judging their work. Successful teachers display their credentials, work on projects in the classroom with others, value constructive criticism, and are tolerant of classroom disruption. While talented teachers play a more subdued role in the explored class, they are still an important component of f lipped learning. 9 Debates Debates comprise one of the blended learning methodologies, which can be used efficiently in order to increase the involvement and active participation of a student in the class. Precisely, through the use of debate as a teaching–learning tool, students perform comprehensive research and collect evidence to participate in cooperative learning to delegate tasks, to improve communication skills, and also to develop leadership and team skills. A learner’s mathematical knowledge, cognition, and reasoning abilities enhance when they participate in collaborative discussion and debate. To start a dialogue, a questionable deficit is used the day before the resources arrive. The required time is provided for groups to strategize before pitting them against another group whose goal is to overcome a restrictive viewpoint. Participants remember practicing with the institution’s linguistic language and presenting their ideas using proof-based reasoning. Discussion in its easiest structure requires an inquiry, explanation, or thought with somewhere around two restricting positions, each of which is safeguarded against the other by a supporter, frequently with an unbiased arbitrator guaranteeing that the conversation stays centered. This effortlessness implies that the methodology can be utilized in a wide assortment of settings and disciplines. While the supporters ought to be proficient about the position they are guarding, it isn’t required for that situation to be their own, making learning investigate and safeguard a position. The methodology can be utilized with people or gatherings as the advocates for each ­position, with the benefit of transforming the discussion into a gathering action being that more learners can be included and a more exhaustive contention can be created. When using group discussions, it is essential for members to provide opportunity between their opponent’s words and delivering their own response.

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Discussions can be serious, where members plan to make an agreement for their situation among the crowd, or noncutthroat, where the conversation on the benefits of various positions is generally significant. It is helpful for all discussions, however fundamental for serious ones, to have some method of estimating the crowd’s general view after the discussion to see which contention was the most convincing. It is additionally significant that the arbitrator guarantees that the conversation doesn’t become individual and that the members stay engaged and creative and a set of guidelines should be in place to diminish the chance and effect of any issues. While a few disciplines loan themselves especially well to discussions, either through the idea of the actual subject or through current and past contentions, there are approaches to begin a discussion in any discipline. For example, photo editing students could debate whether ‘computer-controlled ownership of images is not welcome in creative projects and should be prohibited’, while programming students could debate whether ‘object-oriented computer program is a wrecked worldview and should be abandoned’, and nursing students could debate whether ‘with limited resources and increasing demand on schedule, medical attendants should focus on the most unwiped out patients’. It is improbable that anybody in these disciplines would (totally) concur with these assertions; however, causing learners to safeguard and assault the assertions urges them to investigate their own perspectives and comprehend the reasons why others could hold restricting perspectives. A significant highlight recall with debate is that the medium can frequently be more powerful than the message – that is, a charming or smooth backer can be incredibly enticing paying little heed to the nature of their contention. Consequently, it is fundamental that the learners know about this wonder and thus can figure out how to either utilize it for their potential benefit or look past it. 10 Group activity Working in small gatherings furnishes students with the freedom to verbalize their thoughts and understandings, reveal presumptions and misinterpretations, and haggle with others to make items or arrive at an agreement. Gathering exercises empower learners to find further significance in the substance and further develop thinking abilities. The ideal use of procuring work is to engage learners with higher-level content that is interesting, difficult to comprehend, or has several interpretations. a Short-term groups These are brief gatherings, with practically no time spent on marking individuals to gatherings, getting into gatherings, or appointing jobs. They last one meeting or less and are utilized to guarantee intellectual handling and commitment in learning. Some casual momentary gathering exercises incorporated are as follows: i Think–pair–share: learners are given a brief (an inquiry, issue, visual, and so forth) and get some information about the brief

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b

independently and scribble down thoughts. Learners then structure sets, talk about their reactions, and detail a joint reaction. A few sets are approached to sum up their conversation for the class. ii Think–look–share: same as above, however, here two sets of learners combine to share and look at the outcomes, instead of moving to an entire gathering conversation. i ii Turn-to-your-neighbor discussions: students ‘go to a neighbor’ and conceptualize answers to a question or talk about an answer for an issue. Seek answers from students. Kindly ask a show of hands from those who agree and those who can’t help but disagree with an answer. iv Pair and compare: during a brief break in address, learners structure matches and collaborate, modifying the notes by adding data or amending depending on the situation. v Small-group homework check: have learners get their work done independently outside of class. During class on the day the task is expected, have learners structure gatherings and afterward contrast their answers with the task. The learners in each gathering should concur on answers and turn in a gathering arrangement alongside their individual work. Some short-term group activities require a smidgen more construction and arranging. These incorporate the following: Jigsaw: this construction is valuable when a theme or issue is mind boggling and includes numerous viewpoints. Each gathering part assumes liability for one contributor to the issue, meets with understudies from different gatherings who have a similar duty (master gathering), and afterward shows their part to the individuals from the first gathering. Roundtable: after the group is given a brief, the participants exchange writing a response to the brief on a single page, which is promptly passed from one portion to the next for a predetermined amount of time. Send-a-problem: problems or issues are recognized by the gathering or by the teacher. Each gathering proposes answers or solutions for these issues. Dyadic essay confrontation: in light of a doled out perusing, every behavior composes an exposition question and model reaction to that inquiry. During class, learners pair up, trade paper questions, and each composes an unconstrained reaction to the inquiry the person gets. The sets contrast the unconstrained reactions and the model reactions for the two inquiries. Long-term groups or teams These gatherings are shaped by the educator and may remain together for an all-inclusive timeframe (weeks or even the whole semester) to

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deal with a more extensive errand or undertaking. One sort of formal gathering is the understudy group – a steady gathering that deals with significant course projects and regularly includes peer assessment. Some particular ideas for beginning with getting sorted out long-haul bunch projects incorporate the following: i Produce a reasonable depiction of the task and what you anticipate. ii Choose what sorts of group creations are basic for the undertaking. iii Separate the undertaking into more modest pieces, setting up a course of events and having the groups submit progress reports ­covering their learning and how they are filling in collectively. iv Furnish learners with a reasoning for the group project. v Incorporate a clarification of the worth and motivation behind filling in collectively, and build up rules for how the groups should cooperate. v i Set up clear and reasonable rules for how the group venture will be reviewed. 11 Interactive demonstrations Interactive demonstrations can be utilized in talks to show the utilization of an idea, an expertise, or to showcase an interaction. The activity ought not be inactive; you should plan and design your exhibit to join openings for learners to reflect on and examine the cycle: a Introduce the objective and portrayal of the demonstration. Have learners think–pair–share to talk about what they anticipate may occur or to investigate the current circumstance (‘preexhibit’ state or circumstance). b Conduct the demonstration. Learners talk about and investigate the result (either two by two/little gatherings or in general class) in light of their underlying expectations/translations. Intelligence gives learners new perspectives on the material and allows them to check their own understanding by asking if they can foresee the conclusion of the demonstration. They’re also a forum for people to express their thoughts and ideas. 12 Podcasts One way to teach with podcasts is to use instructor-produced podcasts. For example, an instructor might record brief explanations of course content for later review by students (more ideas are listed below). This method of teaching has been shown to carry a number of benefits. Not only can podcasts free up time for discussion, collaborative work, and other active learning activities during synchronous meetings, but they also provide students with additional ways to review course material on their own time. In addition to this, instructor-produced podcasts have proven benefits related to equity and inclusion in the classroom. Listening to podcasts as an adjunct to synchronous instruction has been shown to reduce anxiety and address preconceptions about large lecture environments. Instructorproduced podcast episodes should ideally be kept to 15–20 minutes in order

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to maximize students’ attention span (Cosmini et al., 2017; MacManaway, 1970). To increase accessibility, we recommend providing a transcript of each episode. Ways to use instructor-produced podcasts in your course include: a Recording brief lectures to allow students to engage with new material or review concepts covered in synchronous lectures. b Recording brief ‘geek out’ episodes to allow students to explore specific issues more deeply. c Record regular or sporadic ‘scholarly diary’ episodes. In these episodes, the instructor could discuss what they are reading or thinking about at a given moment. This approach can help build student–faculty relationships and show the instructor’s enthusiasm for the material. 13 Interactive game activities Make a user-friendly classroom with sophisticated learning games. Games provide a lot of fun for students because they do not need them to learn. With BookWidgets, you can make intelligent learning games like crossword puzzles, bingo games, memory games, pair matching games, jigsaw puzzles, and a lot more in minutes, as follows: a Crossword puzzle: the crossword game is amazing to use as reiteration movement. Pick a rundown of words and their depiction, and BookWidgets makes an intelligent crossword for you. The crossword game changes these drilling exercises into a great encounter. b Scrabble: use the part (or course) title as the pool of letters from which to make words and permit groups to conceptualize however many words pertinent to the point as would be prudent. You can likewise really play scrabble and request that learners structure words from the recently learned jargon. c Who/what am I? Tape a term or name on the rear of every learner. You can likewise tape it on their temple. Every learner strolls around the room, posing ‘yes or no’ inquiries to different learners with an end goal to figure out the term. Obviously, the term has something to do with your exercise point. d Bingo: Bingo is a pleasant game that can be utilized for a wide range of activities: language workouts, starting games, math workouts, and so forth. 14 Digital storytelling Digital storytelling alludes to the act of utilizing PC-based devices to recount stories or present thoughts. Computerized stories have additionally been characterized as interactive media introductions that consolidate an assortment of advanced components inside a story structure. Instead of ­conventional narrating that utilizes materials on actual media like paper, tapes or circles, and film, an advanced story utilizes material that exists on electronic documents. Accordingly, advanced stories might incorporate content, pictures, video, and sound, yet additionally intelligent components like

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guides and web-based media components like tweets. As per the Institute of Progressive Education and Learning, computerized stories are frequently introduced in convincing, sincerely captivating arrangements. The idea can likewise cover a scope of computerized accounts, including advanced electronic stories, intelligent stories, and hypertext stories. In hypertext fiction, for example, pursuers can utilize hypertext connects to move starting with one hub of text and then onto the next. As with conventional narrating, most advanced stories center around one explicit theme and highlight a specific perspective. These accounts can change long yet instructive computerized stories can last somewhere in the range of 2–10 minutes. Advanced storytelling can likewise be an intense device for learners who are instructed to make their own accounts. Subsequent to survey model computerized stories made by their educators or other story engineers, students might be given tasks in which they are first approached to explore a theme and afterward pick a specific perspective. This kind of movement can create interest, consideration, and inspiration for the ‘computerized age’ learners in the present classrooms. The interaction can gain by the imaginative gifts of learners as they explore and recount accounts of their own trying to figure out how to utilize the library and the Internet to investigate rich, profound substance while breaking down and integrating a wide scope of content. Likewise, learners who partake in the formation of advanced stories might foster upgraded correspondence abilities by figuring out how to put together their thoughts, pose inquiries, state viewpoints, and develop accounts. It additionally can help learners as they figure out how to make stories for a group of people and present their thoughts and information in an individual and significant manner. What’s more, when computerized stories are distributed on the web, ­learners have the chance to impart their work to their friends and gain significant involvement with scrutinizing their own and other learners’ work, which can advance into enthusiastic knowledge and social learning. Computerized storytelling can help learners learn in a variety of ways, develop teamwork when they work in groups, and provide some assistance in improving learner insight through close to the current possession and achievement. Components of an effective digital story: there are certain components that should be considered in the making of a computerized story. While the last thing yearning advanced narrators need is a particular equation for making a story, these components can be utilized as a beginning point for the interaction, as follows: a Point of view: a computerized story permits an author to encounter individual articulations. Thus, these accounts ought to be built from the creator’s own arrangement and experience. This is the reason numerous advanced stories are composed with a first-individual as opposed to a third-individual perspective. All aspects of the story need to help

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the crowd make the acknowledgment, so characterizing the perspective turns into a significant piece of the altering cycle also. b Dramatic question: making a point doesn’t really support individuals’ consideration all through the computerized story. Stories that effectively hold the crowd’s attention have an emotional inquiry, which is settled toward the finish of the story. Precisely, an illustration of the sensational inquiry in a wrongdoing story is, ‘Who is the individual who did the wrongdoing?’ Moreover, in modern story production, the emotional inquiry is introduced in a way that doesn’t point out the story’s basic construction. c Emotional content: effective digital stories mix a passionate response from the audience. Such digital stories work to find and seek after another agreement established in the idea of being human. Moreover, a story that includes ‘basic emotional ideal models – of death and our feeling of misfortune, of affection and forlornness, of certainty and weakness, of acknowledgment and dismissal – will have a special interest in our souls’. Digital stories that address a combination of these topics are sure to capture the attention of a large audience and can help creators establish a connection with their audience. d Recording one’s voice: creators of digital stories additionally must be conservative in their utilization of text, exchange, and visuals. Computerized narrating is mainly a visual medium, and narrating with pictures implies appropriately utilizing the juxtaposition of language and pictures to make a story. A creator needs to think about how to exchange and visual components cooperate to make a story carve its place in the crowd’s psyche. Working with chiefs, creators should likewise figure out how to keep the story outwardly rich with just the base of discourse and scenes that will push the account ahead. e Economy: makers of advanced stories additionally must be practical in their utilization of text, discourse, and visuals. Advanced narrating is chiefly a visual medium, and narrating with pictures implies appropriately utilizing the juxtaposition of language and pictures to make an account. A creator needs to think about how to exchange and visual components cooperate to make a story in the crowd’s brains. Working with chiefs, creators should likewise figure out how to keep the story outwardly rich with just the base of exchange and scenes that will push the account ahead. Because of the act of economy, most advanced stories will in general be short. Content from computerized narrating pioneer StoryCenter, for example, runs somewhere in the range of a few minutes. Restricting the extent of a computerized story offers two advantages: the training makes the story creation measure more sensible and it requires the author to zero in just on the fundamental components of the story.

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f

Pacing: pacing is considered by numerous individuals as ‘the genuine mystery of effective narrating’. A story’s stream and mood decide how it supports the crowd’s advantage all through its span. Now and again, further developing a digital story’s pacing requires choosing what portions of the story can be precluded. This guarantees that the story’s pacing is pretty much as normal as possible. There are various visual and sound impacts that can assist with building up an advanced story’s pacing. Speedy special visualizations and perky music, for example, propose earnestness and fervor. In the interim, more slow music can recommend dramatization and thought. g Soundtrack: a soundtrack can extraordinarily upgrade and highlight an advanced story, ‘adding intricacy and profundity to the account’. Moreover, music in a film works up enthusiastic reactions not the same as what visual data recommends. For example, a growing high pitch of strings gives a feeling of anticipation, while cheery tunes recommend glad endings. The soundtrack is usually placed near the end of the process of creating a comprehensive tale. This makes it easier to break the story into an appropriate practice first in case the duration becomes an issue. 15 Simulations Simulation is an extremely broad and adaptable instructing approach that can be utilized in many disciplines, yet this implies that how it is carried out will change extraordinarily. The way to reenactment is that it is dynamic instead of fixed insight, with the situation changing practically as per the activities of the members and the members adjusting because of changes to the situation – it might be said, a simulation is a system for students to get continuous input on their activities. For example, a programming activity could comprise creating a piece of programming or framework based on a reasonable plan specification, with modifications and improvements suggested by the client along the process. This would precisely display the present reality environment the learners are probably going to work in, where customers change their prerequisites and needs during a task because of complex elements. A comparative exercise would likewise function admirably in different disciplines that include the making of ancient rarities for customers, like visual communication, engineering, contract law, and so forth. For a simulation exercise to be fruitful, it is fundamental that the situation reflects real practice and veritable circumstances as intently as could be expected. As a result, a news casting student might write a blog entry or page for a breaking story, driving a segment of the course with web-based media – comparable to the exercises and tools used by professional writers today. The methodology is regularly utilized ‘progressively’, with members completely immersed in the situation for a while. Notwithstanding, it is feasible to back off or accelerate the situation, if fitting. This could occur in circumstances

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where, in all actuality, a progression of choices should be made quickly and the students should be offered time to consider every choice, or where an exceptionally sluggish interaction is being reproduced and there would be loads of time sitting tight for the impacts of every choice to show up. Having the option to change the timescale of the reenactment permits learners to settle on more thought-about choices, consider their decisions, and examine the outcomes in more noteworthy detail than would be conceivable in a quick, continuous circumstance. The devices and advancements that would be appropriate for a simulation practice unequivocally rely upon the circumstance or situation that is being reproduced. As the objective is to show the present reality as intently as conceivable, it very well might be important to have expert hardware and spaces accessible; however, numerous circumstances may not need anything besides the product and different devices that students are now utilizing. Where students are utilizing standard programming bundles as a component of the simulation, screen recording programming gives an opportunity to catch the subtleties of how they moved toward the situation. These chronicles could be put together by the learner as a component of an appraisal or utilized as the reason for reflection on their specific methodology preceding rerunning the reenacted situation. As well as empowering learners to foster involvement with risky, costly, and uncommon circumstances, recreations utilizing innovation can give an approach to ease tension on assets. A portable application was made that permits anybody to work through various situations whenever needed, permitting the learner to acquire insight into researching a reasonable crime location whenever and wherever it suits them. Such applications necessitate a great deal of development; however, they provide an interactive and relevant experience for students, and there may already be truthful information available in the Apple, Android, or Microsoft app stores that might be used rather than creating a new one.

2.6 Blended Learning as Technology-Enabled Learning in the Classroom Technology-enabled learning alludes effectively to the utilization of innovation to help learning. The vast majority of us do this consistently without contemplating it. Nowadays, when we are allocated an errand, large numbers of us go to the Internet to look for subtleties, read what specialists or doctors say, or watch recordings to help us complete the assignment. Progressively once more, in a conventional learning environment, the vast majority of the learners are moving toward what exactly is prominently known as e-learning to help the learning cycle. E-learning is characterized as the utilization of PC and Internet innovation to give an extensive rundown of answers to empower learning and further

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develop execution. In any case, e-learning is frequently connected with a notion of students sitting at home reading a lot of online material and then taking a test to prove that they are educated.

2.6.1  Factors to Consider in Embracing Technology-Enabled Learning It is important to consider a couple of elements prior to choosing technology-enabled learning for a reasonable learning program. The variables that are to be considered are as follows: 1 Program outcome The type of learning outcomes determines the amount of the technology to be permitted into the learning support system. One of the most important areas that demand knowledge-based outcomes is technological learning. The use of technology-enabled learning must be effective for students to build skills in order to achieve the desired program outcome with proper application and results based on attitude or skills. Technology infrastructure While the institution is really not required to progress in innovation, it should meet a few requirements to facilitate innovation-driven learning. The necessities that are required are as follows: a Support and care: if nobody in the association can uphold a mentor or facilitator and a specialized point of view, then it may be difficult to support the usage of enrichment technology system. The institution should use outsource to seek such support services as well as spend enough time to manage the changes that occur to improve technology and spend money to enhance technology. b Business readiness: there should be managers as well as financial support and concentrated and established traditions in the institution to show that the leadership of the organization is more committed to the use of learning technology. 2 Student readiness: if the students are ready to accept technology-enabled learning, it will be more successful, productive, and affordable. Controllable and uncontrollable aspects can impact the development strengths of any learning platform. a Uncontrollable features Each learner is unique. Students may refuse to use technology, which may arise due to their bad prior experiences, fear, or solid convictions about the utilization of innovation to learn. The teachers can’t brush aside these with answers like ‘The students simply refuse to read’ or ‘They need to keep up with the times’. Instead, it is the duty of the facilitators to do their best to make it easy for the students to accept the technology.

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b

Controlled features Helping to make use of technology with more fun will enable the learners to accept the technology. Dealing with things like gestures or explaining the benefits of utilizing technology before or at the start of a program can help students to focus on learning with technology rather than being distracted by difficulties that are not supported by technolgy-aided learning.

2.7  Barriers and Enticers to Blended Learning Benefits 1 Collaborative learning openings: Internet learning spaces offer an incredible encounter, which is exceptionally captivating among learners and staff. These chances incorporate intuitive tools like online gathering conversations, wikis, sites, visit, and so on devices; cooperative correspondence is accessible inside or outside the online study hall. 2 Improved accessibility: access to materials, the Internet, and communication allows for quick turns of events and the acquisition of skills. 3 Improve communication: instructors can arrive at full-time learners through numerous correspondence channels. Learning the board frameworks give various association opportunities: email, chats, news, discussions, posts, and so forth. 4 Testing strategies: student testing for both constructive and inclusive feedback can supply a lot of detail and it is common to use Internet announcing structures. Self-appraisal and practice evaluation can further develop commitment and learning. Challenges 1 Technical necessities: specialized requirements include equipment, programming, and Internet access with adequate data transfer rates. These asset requirements may render queries unreachable. To aid learning in a substantial way, innovation tools should be open, simple to use, reliable, and currently deployed online. 2 IT information and skills: it is critical to have IT training in order to prepare for the use of novel tools. The lack of such information and knowledge is a significant barrier to obtaining a high-quality learning experience. A relevant and essential requirement is the availability of professional assistance. 3 Lack of independence and self-discipline: web-based learning necessitates and manages to convince the individuality of the user and the institution. According to several surveys, rather than attending a course, more students will watch multiweek video lectures simultaneously. Every web-based learning experience should have support for such learning self-guidelines.

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2.8  Blended Course Development Plans and Design Designing a blended course is based on a set of specific actions. To assist educators who wish to make this change in education, Figure 2.2 depicts a model that reviews parts of the curriculum in the context of transforming a course into a blended course, as follows: 1 Reflective practice: the first phase of the model focuses on exploring the reflective practice. A modeling process is defined as a process that uses questions and demonstrations to help make changes in the way of doing things, especially in the teaching and learning process. The tools suggested in this book will support strategies for constructive reflection in the teaching process. The first step is to identify the elements of the teaching method. It is especially important to identify the elements when making major changes in the way you teach, as is the case with the transformation of a course into a blended course. The second step is to identify the strengths and weaknesses of the course and design the course accordingly. 2 Analyze the learning environment: the second phase of the model is very important. The study of the learning environment will provide information on the basis of which to redesign the course to a blended format. The future educational choices that are made regarding the course structure and organization should be based on the context of the learning environment. 3 Develop the learning outcome: the next phase of the design process model is developing the learning outcome. The most significant step in designing

FIGURE 2.2 

Design and development process model of a blended course.

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a course is devising learning outcomes. The learning outcome should be designed based on Bloom’s taxonomy for cognitive development of the course. 4 Structure the content: the objective of the fourth phase of the model is to structure the content of the blended course. Structure the content based on whether the course is delivered face to face or online. The activities that are to be performed in the class could be decided for each topic in the course. 5 Choose teaching strategies and learning activities: in this phase of the design process, it is time to take a closer look at the learning activities that will be developed as part of the blended curriculum. Identify the importance of correlating classroom activities with those that students should complete independently online. 6 Select appropriate multimedia: another important feature of the blended course design is the use of media resources. At this stage of the design process, decide about the media that will best suit the course and help students to learn effectively. 7 Identify assessment approaches: In this phase, the various approaches to assess the performance of the students should be identified. The strategies of learning assessment such as selection of assessment tasks, the role of constructive alignment, composition, and assessment according to the different types of courses should be identified. 8 Develop course and resources: in this phase of the design process, build all the materials needed for the course. Take time to frame all the activities, resources, and assessment tasks that students should complete. All tools and equipment available in the construction process can be used in the context of this phase. 9 Pilot testing and review: since the blended course contains online resources, it is strongly recommended that a person do a pilot test before the start of the study. In this phase, review the design and identify the changes that make a difference in the initial repetition of the blended course.

3 BLENDED LEARNING AND TECHNOLOGIES FOR NEW EDUCATION SYSTEM

3.1 Introduction Let’s start to design the instructive methods which are utilized to make the own blended adapting course or program and remember the most extensive meaning of innovation that incorporates actual gear as well as programming, assets, and media. In this section, we will begin by exploring the all-encompassing meaning of technologies in training and why it is necessary to look past the technologies, following the outline of fundamental classes of educational technologies, including their likely projects and issues. Educational technologies are regularly characterized by equipment such as personal computers (PCs) or cell phones, the gadgets the learners and the organizations will utilize. The actual hardware will be a necessary and fundamental part of any specialized framework and has a cautious thought as far as accessible assets and learning accessibility are concerned, regardless of whether the incorporated model includes a PC laboratory or a self-improvement class. Be that as it may, the advancements in classroom materials are not adequate to establish an incorporated learning climate. To see how innovation can add to learning, we need a more extensive implication of educational technologies. Innovation is a tool or program used to take care of issues. In education, this signifies ‘the materials or tools used to help educating and learning’. Under this definition, educational technologies can incorporate programming (for example, word processors), frameworks (for example, learning the board frameworks), administrations (for example, YouTube or Google Docs), and areas (for example, virtual universes), and equipment and organizations all rely on it. It can likewise incorporate customary ‘innovation’ like writing boards and reading material; however, we will zero in here on the web or advanced associates. The meaning of instructive innovation will include its motivation for educating or DOI: 10.4324/9781003307730-3

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learning. Much of the time, this would mean conveying perusing content as an assortment of media designs (for example, text, video, and games), yet it might likewise incorporate social or participatory exercises (for example, conversation sheets or videoconferencing) or development of learner workmanship objects (investigation exercises or e-portfolios). The objectives we see and the issues technologies are intended to tackle mirror our qualities and needs as teachers; hence our decision of innovation ought to reach out past anything well known or new. The remainder of this section will introduce an outline of a portion of the expanded technologies and learning in blended learning conditions, combined with the utilization of models and key issues to think about when utilizing these technologies.

3.2  Expanded Technologies in Blended Learning Technology has influenced pretty much every part of life today, and education has not. From numerous points of view, notwithstanding, innovation has upset training. In antiquated education systems, reading material was scarce and hardly any higher authorities approached the issue of scholastic freedom. Individuals needed to go to educational organizations to get training. Today, extraordinary data (books, audio, photographs, and recordings) is accessible at your fingertips by means of the Internet, and openings for formal learning are accessible online all around the world through options such as Khan Academy, MOOCs, webcasts, customary online degree projects, and that’s only the tip of the iceberg. The accessibility of learning openings possible today could never be imagined earlier. The chances for correspondence and coordinated effort have actually increased manifold. Customarily, classes have been far separated, and the connection is restricted to different understudies in a similar classroom or building. Today, technologies consider the method for correspondence and unrivaled collaboration before. Learners in a provincial classroom in the United States, for instance, can find out about the Arctic by following a mission by a group of researchers in the locale, perusing a logical blog entry, seeing photographs, making inquiries of researchers, and talking live with researchers through a video meeting. Learners can share the knowledge they are acquiring with learners in different classes in different geographical locations in a reciprocal manner. Learners can work together on a bunch of projects utilizing innovation-based devices, for example, wikis and Google archives. Classroom divisions and distances are no longer a barrier as technologies offer unheard-of approaches and opportunities for picking up, conveying, and working together. Technology has likewise started to change the jobs of instructors and learners. In the conventional classroom, the educator is the principal wellspring of data, and the students access such data sitting idle. The present instructor’s model of ‘stage virtuoso’ has been in training for quite a while, and it is as yet apparent. Notwithstanding, because of the accessibility of data and the chance for

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instructive innovation that engaged you, in numerous study halls today we see the job of the educator moving to a “next to each other aide” manner as learners obtain a greater amount of their education utilizing innovation to assemble important data. Educational institutions across the nation are starting to overhaul learning conditions to formulate a better approach to training, promotion of greater communication between all stakeholders, and use of technology. Technology is an incredible asset that can uphold and change education from numerous points of view, from making it simpler for educators to design learning materials to make new ways for individuals to learn and cooperate. With worldwide Internet access and the accessibility of brilliant gadgets associated with it, another time of any opportunity any place instruction comes. It will be for innovation and education facilitators to make the most of the chances offered by ever-evolving technology to transform education and the ways it is imparted, so that effective and proficient training is accessible to everybody all over. To see how technology can add to learning, we should take a gander at the more pervasive implications of educational technologies. In education, this indicates the materials or instruments used to help instructing and learning. Educational technologies can incorporate programming (for example, word processors), frameworks (for example, learning the board frameworks), administrations (for example, YouTube or Google Docs), and areas (for example, virtual universes), and equipment and organizations all rely upon it. It can likewise incorporate conventional ‘innovation’ such as chalkboards and reading material; however, we will zero in here on the web or computerized associates. Instrument turns into innovation when utilized for a particular reason to meet a specific human need. As a rule, this would mean conveying perusing content as an assortment of media designs (for example, text, video, and games), yet it might likewise incorporate social or participatory exercises (for example, conversation sheets or videoconferencing) or development of learner craftsmanship objects (investigation exercises or e-portfolios). The decision of innovation ought to stretch out past anything well known or new. The remainder of this section will introduce an outline of a portion of the accessible advances utilized in instructing and learning in blended learning.

3.3  Learning Management System The modern teaching–learning process requires ease of use and accessibility. A learning management system (LMS) allows you to build, distribute, and track training anywhere, on any device. Over the past 20 years, powerful software has been developed to manage curriculum, training materials, and testing tools. A modern LMS allows users to create, track, manage, and distribute learning materials of any kind. An LMS software empowers organizations to conduct online courses, deliver them with unprecedented speedy access and flexibility, and manage their ongoing use over time.

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An LMS is frequently the foundation of blended learning technology. An LMS is an integrated software program for conveying content and resources on the web, providing communications, and managing the learners, study courses, and system management functions. There are many major LMS retailers, including Blackboard and Desire2Learn, and other popular, completely operational ­open-source modes, such as Moodle and Canvas. An LMS is commonly used in schools and educational institutions and requires a vendor or in-house framework and technical support. Nonetheless, there are also web-based class management programs, such as Google Classroom, that can be utilized by any facilitator. The use of these simple systems is often limited to sending syllabus of subjects, obtaining student assignments, and basic use of discussion boards. As it was originally developed by bringing the content of books online, the LMS is sometimes criticized for insisting on reader management while promoting a dynamic transmission model of commands, including divine-level tests such as multiple-choice questions. In fact, in a closed classroom model, the LMS can be utilized essentially to permit students to access video talks or other materials between campus-based classes. Be that as it may, with the cautious arrangement and improvement of the discussion sheets, chats, and shared working environments, an LMS can provide a home base or platform for students and more inquiring communities to participate in depth, and depends on the constructivist questionnaire.

3.3.1  Features of an LMS The LMS is a complete e-learning framework to help blended learning programs. Four highlights of LMSs that make motivating incorporated perusing a breeze are as follows: 1 Learning strategies: learning strategies permit LMS managers and teachers to put in explicit request conveyance exercises. They give them a share of power over the learning interaction by concluding who can get to the preparation and drawing proper lines. This keeps learners on target and guarantees that nobody is abandoned or a long way behind in the preparation interaction. Learning techniques foster a blended learning program by giving learners a feeling of attachment and request that can in some cases be deficient in a crossover learning program. This assists with guaranteeing constant interest in preparing and incrementing understanding, regardless of whether learning happens on the web or face to face. Learning strategies likewise permit administrators to determine when in-person preparation should happen inside the full learning measure. For example, students can begin by finishing various e-courses on the LMS and afterward continue to an online class prior to taking the end-of-the-year test on the LMS. The learning approach indicates how learners will go through the web and in-person preparation, guaranteeing that the two things complete one another and give a firm encounter.

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2 Social learning: social learning tools include discussions, web conferences, ongoing talks, calendars, announcements, and occasions. They advance integration and make correspondence and educational programs on the board more agreeable. Social learning tools advance blended learning by giving learners extra admittance to the workforce without a live instructional meeting. These LMS highlights assist workers with getting their inquiries addressed rapidly, keeping them locked in. They additionally offer learners the chance to share data and cooperate with peers, reinforce genuine encounters, and learn on the web. 3 Virtual classes: virtual classrooms furnish learners with study hall data from the confines of their homes. In the wake of getting the LMS, staff individuals can basically move into their study halls and go to an instructor-driven course, either progressively or, if the course was recently recorded, later. The virtual study hall empowers blended learning by making instructor-driven exercises accessible to learners all day. This element permits workers to communicate with the media and utilize the play to do the exercises they would have to go physically. 4 Learning and reporting statistics: LMS reporting tools furnish chiefs with much-required input on how learners are advancing in their examinations and what should be adapted to help them to improve. Consequently, investigation and reporting are probably the main parts of an LMS to advance a blended learning program. Reporting tools support a blended learning program by permitting administrators to rapidly recover client action and execution information. This shows them where they need to reinforce education, either on the web or face to face, and gives them direction on the best way to boost the effect of a blended learning program.

3.4  Web Conferencing A web conference is an ongoing video conference tool that permits you to see, hear, and communicate with individuals who utilize a PC, tablet, or mobile. While the tool has been around for quite a while, its utilization in education is only now beginning to be thoroughly explored. It can now be considered as a learning technology utilized in any classroom environment that makes it simpler to instruct and get to know about better-associated instructors and learners. There are different ways a site can help on the web, either through incorporated or customary face-to-face exercises. For instance, web conferencing serves as a simple method to capture the content without being in precisely the same area. This is valid for your course if on the web. A couple of tips to utilize, which you might discover accommodating in finding how systems administration can assist you in accomplishing your educating and learning objectives, are as follows: 1 Speaker of the House of Representatives: meeting on the web permits to effortlessly import the local escort speaker without agonizing over the

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accommodation of carrying it to campus. The web meeting not just permits the students to hear the visitor speaker yet additionally collaborates and poses inquiries also. Furthermore, many web meeting software permit to effortlessly record a meeting and make it accessible for audit or for learners who have not had the option to do it interestingly. 2 Visual review time: it is feasible to utilize a web meeting to hold individual or gatherings with the understudies. Numerous alternatives permit sharing records or screening so conversation on course materials, imprints, and tasks should be possible. Web conferencing likewise makes it simple for the learners to pose inquiries by showing the particular content that they need an explanation on. Reach out over the course of the hours of every office, and can hold a virtual audit meeting with numerous learners and record it so the individuals who can go can get to it. The entirety of this permits composing learners’ inquiries to plan for a task or a test without investing important energy in class. 3 Group collaboration space: web-based meetings can be created where learners can be arbitrators. This permits learners to effectively space the task in a group or get together rapidly for the chosen course. Learners at this point don’t have to discover a room or a spot for everybody to meet. This is additionally an extraordinary method to interface learners all through the online course, or bring together various classes – or even colleges. 4 Online category: a completely incorporated course could be facilitated online with a web-based one. Some products – such as Blackboard Collaborate, Google Jamboard, and Ultra – permit to fabricate lounges for learners to work in groups to address a doubt or work on contextual analyses. Then, at that point, it is conceivable to take everybody back to the principal space to discuss what they did. Whiteboard slides can be shared to and fro between the main room and sections. As a feature of the learning innovation program, educators approach different web meeting stages. There are numerous other web meeting choices that can be picked to utilize contingent on the particular necessities and use cases. When choosing which one to use, there are a few elements to think about such as expense, availability, usability, legitimate obligation, and execution. The different web conferencing tools accessible to the workforce and learners are Blackboard Collaborate Ultra, Google Hangouts Meet, Webex Meetings, Webex Events, Microsoft Teams, Zoom, Zoho Meeting, WebHuddle, Mikogo, MeetingBurner, and so on.

3.5  Digital Textbooks Troublesome Innovation in the classroom can end up being useful, for example, having the option to design a discussion depending on the aftereffects of inquiries taken before the learners go to class. With the arrival of an advanced book,

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the instructor can additionally alter an exercise for the entire class, or customize it for any particular learner. On the off chance that a learner peruses a section of a book, takes questions, and doesn’t pass, the instructor can change the assignments that the learner needs to do to proceed with the errand until it arrives at a more significant level. Needless to say, if it so happens that the training framework and instructors don’t acknowledge the utilization of advanced course readings and the improvements of the computerized age, they will place their learners in danger in the working environment. Digital textbooks can give more significant advantages than printed textbooks: low beginning up and survey costs; further developed openness, adaptability, and customization; rich multimedia content learning experience; implanted tests; and collaboration. They are frequently viewed as key components of instructive change, and a few specialists have started endorsing the far-reaching benefits of selecting digital textbooks. Digital textbooks are accessible both by commercial publishers and as open source. While business messages are frequently advanced as higher or better with local or public principles, greater expenses require cautious correlation among exchanging and open-source strategies; open-writing sources will, in general, be of equivalent or exceptionally top-notch value and give additional benefits. Digital textbooks can be unreservedly disseminated and permit individuals to keep them as perpetual references. They can be simply refreshed and altered with the option to add neighborhood content or investigative tests, or adjusted for a particular number of learners, and such alteration might be spread to a wider learning community. Without the favorable influence of exceptionally minimal expense, the turn of events or transformation of computerized messages, specifically those with rich media or collective evaluations, may, in any case, be exorbitant. Nonetheless, computerized reading material will be a significant innovation in online training with regard to blended learning. With that in mind, some of the best places to get free digital textbooks are as follows: 1 Bookboon.com Here’s a place to get free PDF textbooks on accounting, marketing, economics, management, engineering, and information technology. The textbooks are small and compact (usually 50–100 pages) and have illustrations that say ‘simply the facts’. 2 Boundless This organization employs a novel publication strategy. It gathers content from mainstream websites such as Wikipedia and government websites, processes ‘professional moderation and validation’, matches the resulting content using popular educational books, and distributes the product in digital textbook format. Only significant topics, concepts, and illustrations are included in the entire book. The information can be browsed and annotated. 3 Kognity Kognity is an award-winning virtual solution that integrates the potential of technology with education to transform learning and teaching.

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4 College Open Textbook Collaborative Collegeopentextbooks.org lists open textbooks per subject. The site is used by a group of 29 education fraternities to encourage communities and institutions to adopt digital textbooks. The books are sorted by subject, but the site also includes a self-reported directory of faculty and how much they’ve selected from the library as well as critiques of the textbooks once they’re available.

3.5.1  Software for Reading ePub Files • •

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Readium is an ePub reader for Google Chrome. Both iOS and Android versions are available (https://readium.org/). Adobe Digital Editions is a software that enables users to extract text from a variety of file formats, generate rehashed and fixed ePubs, and build a print version that can also be exported as an eBook. It’s compatible with both Windows and Mac (https://www.adobe.com/solutions/ebook/digital-­ editions.html). Aldiko is an Android and iOS eBook reader (http://www.aldiko.com). Apple Books is an eBook reader and store for Apple’s iOS and macOS ­operating systems and devices. Google Play Books is a Google-operated eBook digital distribution service that is available on the web, Android, and iOS (https://play.google.com/ books). Kitaboo is a web-based ePub reader, cloud library, and publishing platform. It (https://kitaboo.com/) is a valuable resource. Bookshelf is the web’s most popular platform for publishing, retrieving, reading, and interacting with digital learning and course content (https:// bookshelf.vitalsource.com/#/user/signin). Active Textbook is an ePub reader and publisher which enables people to create interactive eBooks from PDF and ePub materials (https://­activetextbook. com/). ookshare is an eBook library featuring customizable eBooks for persons who have difficulty reading.

3.6 Wikis A wiki is characterized as an online tool where clients add, eliminate, and change content straightforwardly from an Internet browser. The most famous wiki is Wikipedia. Wiki pages advance user connection, permitting them to make, alter, erase, and distribute data. Thus, they are valuable for some, related instructive exercises, including making an investigation guide and working together on a bunch of introductions and tasks. Wikis have become a mainstream type of innovation in the classroom. Instructors and educators use wikis as a viable educating and learning device to improvise the learning process. In the conventional

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classroom, instructors give a wide scope of the classroom. Through wikis, learners can cooperate to make greater information about the classroom. Wikis permit learners to become data journalists as opposed to their customers, making wikis a fantastic wellspring of support for learners to foster basic reasoning styles, gain from their friends, and become better supporters of groups. Wikis uphold blended learning because wikis can permit student groups to combine together to solve a problem, complete a project, and so forth. Effectively using wikis helps the learners to accomplish Bloom’s high-order skills, e.g., creating and exploring. It also promotes active learning where students have the ability to participate in educational activities such as writing, chatting, etc. Wikis can help to create collaborative learning environments and develop open dialogue and promote communities. Wikis award content access consistently, regardless of where the learner is available. They uphold numerous media types, including URLs, pictures, recordings, and music. Wikis gather data in groups of learners and permit cooperation through composing tasks or course audits. They give the most helpful assets to cooperation and minimal expense dealings and licenses de-followed perusing, transformation, and recording of each edge. They empower peer audit and arranging in bunch tasks and give options in contrast to conventional devices such as PowerPoint, and contribute to the preservation of ecosystem by offering an alternative choice to paper-based tasks. The different choices that are utilized to apply wikis in conventional or blended/online courses are as follows: 1 Upgrade the whole information with depictions, clarifications, research subtleties, and reference book sections. 2 Use as a group share center point, provide review options, track benefactor participation, and give a platform for collaboration. 3 Use as an information bank between classes or semesters. 4 Use as a preparation guide for explicit activities, like how to complete an exercise. 5 Allow learners to make changes to the preparation guide with an end goal to improve it for future learners.

3.7 Blogs A blog (weblog) is unique in relation to a site in that content/posts are shown with the most recent at the top, permitting students to follow the most recent commitments made by the creator and present their thoughts. Utilized in instructive settings, websites are a powerful way for learners, educators, guardians, and others to interface, draw in, offer, and access web-based instructions and learning content. Blogs intensify student participation in discussions and sharing of homework, both within and outside of lecture hours. It promotes accountability and social media behavior, and at the same time, it provides a platform to inform students, teachers, parents, and principals about the contributions of students,

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who are unable to access the work and provide feedback. Teachers can upload materials and homework, and swap conventional portfolios depending on paper or e-portfolios based on PowerPoint.

3.8  Social Bookmarking Social bookmarking is a free public booking service software based on the web for distinguishing, editing, storing, discovering, arranging, and, simultaneously, sharing your favorite web resources, not only among browsers and workplaces but also between individuals. Likewise, it very well may be used at any place where there is an Internet connection dependent on a record that requires just fundamental construction. Registering public bookmarks is not a turnaround service (we have had requests for public booking for more than a decade) but new ones. Obviously, social bookmarking has its advantages and disadvantages. Some of the advantages of using social bookmarking are as follows: 1 Easy to use: there is no need to save addresses or have special information. 2 Personal location: sites can be put away and available on any PC with an Internet connection, anyplace. 3 Personalizing: social bookmarking offers all users the choice to make their rundown of sites public or private. A few clients might approach these services and decide to save them. Thus, every client constructs their own Internet vision, contingent upon the idea of the organization, not the coordinated association, but rather the combination of locales. 4 Finding/research: the real power of social bookmarking is ‘collective intelligence’, because new information can be heard, reviewed, and filtered. Therefore, the so-called participatory build is still under construction. Unlike traditional search engines (Google, Yahoo), this program enjoys the benefit that the worth of the gadget is controlled by man, and not by a program. So, somehow, this public browsing experience leads to finding useful links/collections. 5 Test: the device is considered important when stored in multiple records, and we can see this by taking a gander at the number of individuals who introduced the right application ( joined to each connection). Consequently, the number of clients who maintain a particular site becomes an indication of the value/resource/prominence of the relevant device. When we click on an app that shows the size of the resource, we reach the collections of eligible users and the tags in which they saved the app. 6 Flexibility: social bookmarking allows us to create an unmarked (or not) resource library, divided into few classes, imparted to other people, taken from others and can be distributed as web connections or Really Simple Syndication (RSS) to their web journals or sites, or sent out as an HTML document, and so on, utilizing third-party tools for entertainment.

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7 Popularity: the popularity of social bookmarking has expanded appropriately because of its flexibility, ease, and absence of control forced by a specific scientific classification. It’s anything but a virtual interpersonal organization, more centered around individuals than information. For instance, the best way to make a profile is to add a connection to your blog or page, making it hard to track down individuals with comparable interests. Nonetheless, the magnificence of this lies in its straightforwardness and usefulness, which is the reason smart local area advancement stays a work in progress for a significant number of its clients. 8 Uploading information: countless connections and/or an enormous organization might require extra time and thoughtfulness to screen the progression of data and so forth.

3.9  Digital Mashups Digital mashup is another approach to intelligently incorporate innovation in classroom learning by drawing in learners in media exercises that include the utilization of different advanced structures. To make a digitized mashup, learners should consolidate an assortment of content including text, recordings, melodies, views, and considerably more. There are numerous incredible instruments you can use with learners in the classroom to create digital mashups. Some of the tools that can be utilized are as follows: 1 HSTRY HSTRY is a great web device for making interactive media timetable lines in the classroom. The cycle is extremely basic and simple. Photographs, recordings, and sounds can be added. The incredible thing about HSTRY is that it permits the facilitator to fabricate a classroom and welcome learners to join. Inside this class, the facilitator can actually provide the opportunity to their students and watch what they make. They can likewise make their time communications by adding inquiries for learners to reply. 2 Thinglink Thinglink allows you to carry life to your photographs and make them cooperate by adding joins, recordings, music, and text. Your ­photographs can be transferred to your Thinglink account from your hard drive or imported from the web, Flickr, or Facebook. Thinglink pictures are likewise shared, and inserted, by tapping on Facebook, Twitter, Tumblr, and email. 3 Educreations Learners can utilize the Educreations application to make energized recordings clarifying what they have realized. Educreations is an extraordinary whiteboard tool that cooperates and is utilized for simple, incredible, and fun outputs. Facilitators can make short showing recordings and offer them to learners immediately or request that learners show what they know and assist companions with learning things.

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4 Videolicious Videolicious permits you to rapidly coordinate discussions, recordings, photographs, music, and more into complex video creation – in a moment or two. Simply talk and tap – or watch and tap – to make the ideal video. Other Videolicious highlights include view and tap to effectively add a b-roll to discussions; rapidly consolidate recordings with photographs and music; apply realistic channels to numerous photographs and recordings; and quickly check the creation of your recordings. 5 Magisto Magisto is a fun and simple tool to naturally alter recordings and photographs and offer them to loved ones. Magisto will transform the videos and photographs into delightfully altered motion pictures, loaded up with music and impacts, in minutes. Magisto’s video-altering highlights include cutting and altering the most awesome aspects of the recordings; easily sharing films on Facebook, Twitter, Email, Instagram, and YouTube; camcorder adjustment; channels; impacts; and changes.

3.10  Digital Storytelling Storytelling has been utilized and concentrated as a method for educating and learning. Twenty-first-century storytelling is rich and viable by utilizing advanced media, for example, photographs, recordings, and sound documents, a strategy that has come to be known as digital storytelling. Advanced narrating alludes to the way of utilizing PC-based devices to recount stories or present thoughts. Digital stories are likewise depicted as interactive media introductions that coordinate an assortment of computerized objects inside the account structure. In spite of conventional strategy utilizing correspondence materials such as paper, tapes or circles, and film, digital story utilizes the assets accessible to electronic records. In this way, advanced news incorporates text, pictures, video, and sound, and, in addition, intelligent highlights such as social media, for example, tweets. The idea is to incorporate a scope of computerized news, including online advanced news, intuitive content, and hypertext stories. In hypertext fantasy, for instance, perusers can utilize hypertext joins starting with one spot of text and then onto the next. Like recounting customary stories, numerous computerized stories center around a solitary point and present an extraordinary viewpoint. These accounts can change before long yet useful computerized reports can last somewhere in the range of 2–10 minutes. The advantages of utilizing digital stories are as follows: 1 Digital storytelling creates a space for significant tuning in. Digital stories offer learners the chance to handle data in a significant manner. This is particularly significant when individuals are besieged with news and data. Digitized news permits instructors to genuinely connect with learners in the message of the story.

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2 Digital storytelling appeals to the mind and the heart. Digital stories can show learners the significance of enthusiastic articulation, permitting them to investigate better approaches for doing or thinking any other way. These accounts can inspire passionate reactions in perusers and urge them to seek after their number one points. 3 This approach permits students to exhibit their learnings to their ­companions. Learners gain an advantage by acquiring information on advanced stories as well as by making computerized stories that consolidate their encounters and learning. Numerous parts of digital story work on learners specialize their abilities and examination and composing abilities. Some of the components that can be used in creating digital storytelling are as follows: 1 Vision: the digital story permits the creator to see their own demeanor. In this manner, these accounts ought to be developed with the agreement and experience of past story creation. That is the reason numerous digital ­stories are composed by a first individual instead of by a third individual. An advanced story viewpoint additionally characterizes certain ideas that the creator needs the crowd to know. All aspects of the story need to assist the crowd with accomplishing it, so the translation of the thought turns into a significant piece of the arranging interaction. 2 Intriguing question: making a point doesn’t have to keep individuals’ consideration all through the digital story. Examples of overcoming adversity that gets the crowd to have a fascinating inquiry, which is addressed toward the finish of the story. To delineate, an illustration of a captivating inquiry on wrongdoing may be, ‘Who made this wrongdoing?’. Moreover, in a complex story, a charming inquiry is introduced in a way that doesn’t cause to reveal the plot structure. Digital stories become more extravagant and more perplexing as journalists change the assumptions made by the unavoidable issue. 3 Emotional content: effective digital stories summon enthusiastic responses from the crowd. These computerized stories serve to find and follow new experiences focused on being human. A story that incorporates ‘the fundamental enthusiastic states’ – of death and our feeling of misfortune, of adoration and dejection, of self-uncertainty and risk, acknowledgment and dismissal – will set in our souls. Digital stories managing these issues are probably going to attract people’s consideration people and can help authors assemble commitment with the people. 4 Recording a human voice: the creator’s voice can add subtlety to a computerized story and make it individual. Different parts of the creator’s voice, including its height, power, and structure, can pass on significance and reason in an individual manner. 5 Economics: digital media makers likewise should be conservative in their utilization of text, talks, and visuals. A digital story is essentially a perspective

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on an issue or point, and narrating implies utilizing language and pictures altered suitably to create accounts. The creator needs to think about how discussions and visual components work to make a story in the personalities of the people. Working with chiefs, journalists ought to likewise figure out how to keep the story looking rich with insignificant exchanges and gatherings that will promote the account. Because of financial movement, numerous computerized stories will, in general, be more limited. Content started by advanced narrating, for instance, works somewhere in the range of a few minutes. Restricting the extent of the digital story offers two benefits: practice makes the cycle of story assembling more sensible and requires the creator to focus on the fundamentals of the story. 6 Placing space: the progression of the story and the mood decides how it keeps the interest of the people consistently. Narrators ought to have the option to pull the story back or push it ahead where required. Sometimes, working on the progression of advanced content requires figuring out what portions of the story can be precluded. This guarantees that the progression of the story is pretty much as normal as could really be expected. There are numerous visual and sound impacts that can assist in building up the progression of the computerized story. The aftereffects of a brief glance and solid music, for instance, propose desperation and satisfaction. In the meantime, moderate music can hoist dramatization and contemplation. 7 Music song: a song can extraordinarily upgrade and accentuate a computerized story, ‘adding complexity and profundity to the story’. Music in a film inspires passionate reactions that are not quite the same as what the visual shows. For instance, the expanding of the strings gives a feeling of skepticism, while the melodies of self-advancement indicate a happening. The soundtrack is normally positioned toward the finish of the digital story-building process. This makes it simple to scan a story in a pre-edited format if the length of the story becomes problematic.

3.11  Live Chat E-learning is a developing pattern, with an ever-increasing number of instructive establishments offering web courses utilizing a wide scope of online media platforms. Habit is a response to the growth rate of life, particularly of a gathering of people or individuals who effectively look to extend their education for ­individual or expert reasons. Live friendly talk will make every learner’s life simpler, regardless of whether full-time or extra time. It can fill in as an approach to remain associated and talk about learners’ lives casually, and, more critically, as a device for coordinated effort on projects, particularly distantly. Utilizing a live instructive visit stage, individuals as of now living in various libraries or records can finish classes together. Ongoing communication with others prompts better use and consolidation of learning materials. With highlights like the full URL, in view of having a solitary connection that opens a talk room on the different

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program tab, learners can plan visit meetings. Anybody with the connection can join the conversation about the course book and hold private and public visits with different clients of the talk room. Learners are, by all accounts, not the only ones who can profit from having an energetic discussion in the education framework. Such a correspondence stage can be utilized by educators and office laborers. Specialists can examine their field-based issues in a spot that is agreeable to them. Some institutional staff might diminish the volume of messages and calls and submit reactions in an ideal way without making excesses. Likewise, one talk administrator can hold numerous discussions without a moment’s delay as opposed to having individuals on hold. Having these methods for correspondence is guidance for youngsters who are building customers in the administration and authoritative workplaces in universities. He helps them not just by giving them the data they need, yet additionally by being accessible and permitting them not to squander energy on misled calls. These days, the instruction area would not exist without the three key divisions that exist throughout the college. Coincidentally that they can benefit as much as possible from live talk programming. The library can give constant data on admittance to books and different media in an advantageous manner, without the ringing of a telephone. The IT division can assist behaviors with issues with any online projects that the university might have, or get covers ­m istakes and blends. At last, a profession advising office can give moment g­ uidance to learners looking for data, for instance, about open positions in their space.

3.11.1  Channeling Live Chat Techniques Twitter, YouTube, and Facebook offer online live chat platforms with millions of users. On all of these platforms, the broadcaster can go live and broadcast content (such as video games, demonstrations, or presentations) to audiences ranging from a few viewers to thousands of viewers. During each of these live broadcasts, the broadcaster has a chat feature enabled to connect with viewers and create a conversation within their community. One challenge for broadcasters is that they focus on producing live streaming itself. Teachers find themselves in a similar situation while presenting or teaching. All the while, the conversation goes on and on and the comments and questions accumulate. The four broadcast steps used to manage such discussions that will help you with your online lessons or presentations are as follows: 1 Set certain rules. Students can use chat to create a non-session-related conversation. Broadcasters set the basic rules of their chat environment on their landing page. Setting some basic rules on how to use the discussion in a visual classroom is a good step in the right direction. Ask the readers to keep private conversations, Internet shorthand, and emoji to a minimum. 2 Select a manager to monitor the conversation. Assign a manager to follow up on the conversation. Broadcasters use moderators to monitor the discussion

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and enforce community guidelines. Also, moderators can help with common questions so as not to interrupt the session, such as where to find the document link. Moderators may notify the presenter of a specific question or comment in the discussion. The moderator in the class discussion can do the same thing and improve communication in moments. 3 Schedule question times during the presentation. Broadcasters may find themselves in situations, in a game, or in their broadcasts where they cannot watch the conversation. You may need to leave the conversation, along with the students, to go to them while explaining the idea or working on the problem. In session planning, set out points for the time to include questions and student comments that may have been missed. This not only gives the students a chance to engage with instructors or others but also gives them a chance to breathe. If the students engage and participate in a discussion with questions and answers, and help others, the session is already going well. However, in some cases, the conversation may revolve around the speed with which the instructor and the moderator can keep up with the times. Don’t miss any of their comments.

3.12 Gamification Gamification is increasingly being used in educational systems for many reasons. In short, it ‘makes difficult things more fun’, helps to motivate students, and makes them more involved in the class. The theory of play in education is that students learn better when they also have fun. Not only that – they learn best when they have goals, objectives, and achievements to attain, just as the reader sees it as fun. Gamification is the coordination of game things, for example, points, leaderboards, identifications, or other game-related things into ‘ordinary’ learning exercises to build commitment and inspiration. For instance, an online conversation gathering for a physics course might be played on an identification framework. In fitting blended learning conditions, learners can see online identifications that their friends have obtained and be motivated by a feeling of commitment or contest. Enhancement in learning involves using game-based resources such as scoring, peer competition, team performance, and scoring tables to practice engagement, helping students ­d iscover new information and assess their knowledge. It can apply to lessons designed for school, but it is also widely used in self-study programs and lessons, which shows that the effects of gamification do not stop when we are older.

3.12.1  Game Elements and Their Educational Role Most games incorporate components such as standards, destinations, correspondence, input, issue solving, contest, story, and fun. While not everything is important for effective learning of the game, cautious determination of the materials that assist to accomplish the learning goals of the exercise can help. The

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instructional exercise worth of the game highlights ordinarily connected with the exhibition of the game is as follows: 1 Points or experience plans Like standard reviewing programs, the game focuses or experience (XP) frameworks reward learners for doing different jobs, tasks, or tests. Game or XP focuses carry some helpful qualities to learning regions, including: a Unlimited points: conventional assortment conspires to gather material that amasses up to 100% of the grade, focuses, or XP frameworks that gather focuses without a fixed end. b Flexible objectives: students are offered a wide scope of chances to procure focuses, and instructors can mastermind courses to gather as numerous as they need, or complete a specific number of errands to arrive at the mark of point they need. c Student selection: choice is crucial for the achievement of a point-based program. For instance, learners can acquire focuses on exhibit exercises, or by deciding to finish numerous tests, or another course-related movement. d Tracking you: it can follow focuses by utilizing the gradebook rather than rates, or Google Drive to impart results to the entire class. Focuses can likewise be added for scholastic prizes: when a specific point limit is reached, the learner might be allowed an extra week to present a task or extra inquiries on the following test. 2 Badges: badges are an advanced method of boosting learner work. For instance, learners might get a badge in the event that they arrive at specific degrees of accomplishment in tasks, or again in the event that they accomplish additional work, like submitting drafts or imparting notes to another learner. Getting to courses by means of an LMS five times each week during the semester can earn an identification. Learner badges can be shown to different learners in the classroom as an approach to urge contest or to showcase the sorts of badges that can be obtained. Create your examination badges with free projects such as Credly or OpenBadges. 3 Leaderboards: the opposition can spur learners and can be held by pioneer sheets that show the dispersion of the focuses the behavior has acquired through different learning exercises. In any case, alertness ought to be practiced while developing leaderboards in light of the fact that showing all learners a progression of focuses can be a hindrance for lower-level learners. Consider utilizing a framework where learners just see two learners above and beneath them, to encourage a feeling of rivalry without the debilitating fear of failure to meet expectations.

3.13  Blended Learning Models Meeting the different needs of individual students has always been a challenge for teachers. With only a few minutes in the classroom or several hours a day,

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teachers have struggled to provide equitably talented, middle, and hard-core students and to respect all learning styles. Adding online learning experience in face-to-face delivery has been one solution to these problems, and research seems to point to the success of these combinations. Researchers have produced seven models of blended learning, and teachers choose from among them depending on the number of students they have. The seven types of blended learning models are summarized as follows: 1 Station rotation model The station rotation model permits students to move around stations at a fixed time when something like one of the stations is a web-based learning model, as shown in Figure 3.1. This approach is more common in institutions because teachers have become accustomed to traveling around ‘centers’ or stations. 2 Lab rotation model The lab rotation model, as presented in Figure 3.2, permits learners to turn the station with a changed timetable. At any rate, for this situation, web-based learning happens in a committed PC lab. This model takes into account adaptable planning with educators and different scholastics and empowers foundations to utilize existing PC laboratories. 3 Individual rotation model The individual rotation model permits students to explore through stations, however, just on singular timetables set by the instructor or coordinators, as portrayed in Figure 3.3. Unlike other types of exchanges, students do not turn on all stations; they only rotate the tasks listed in their time slot. 4 Flipped classrooms model The flipped classroom model investigates the customary connection between class time and classwork, as outlined in Figure 3.4. Students learn at home through online courses and talks, and educators use class time to do instructor-coordinated activities. This model empowers educators to utilize class time as well as convey conventional discussions.

FIGURE 3.1 

Station rotation model.

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FIGURE 3.2 

Lab rotation model.

FIGURE 3.3 

Individual rotation model.

5 Flex model The flex model permits learners to proceed with timetables between learning exercises as per their necessities, which is introduced in Figure 3.5. Web-based learning is at the core of learners finding out about the flex model. Educators offer help and provide guidance on an adaptable premise, which is required while learners are dealing with educational plan content. This model can give learners a more significant level of power over their learning. Students in the flex model are benefited from online learning just

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FIGURE 3.4 

Flipped classroom model.

FIGURE 3.5 

Flipped classroom model.

as much as from immediate instructor direction in their classroom. Since students invest more energy in learning essential online content, this permits educators to invest additional time in helping learners in testing regions or digging into content regions that the student knows about. Instructors can work on this opportunity to find out about group exercises, project-based learning, or individual education support. 6 La Carte model The La Carte model empowers students to take online courses with online recorded educators, notwithstanding face-to-face and personal exercises,

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FIGURE 3.6 

La Carte model.

FIGURE 3.7 

Enriched virtual model.

which frequently furnish learners with adaptability past their projects, as displayed in Figure 3.6. The La Carte model can be an incredible alternative where organizations can offer explicit examination openings, such as Advanced Placement or a discretionary course, making it the most famous model for coordinated learning. 7 Enriched virtual model The enriched virtual model is a unique online learning system that allows students to complete most of the lessons offered online even away from the institution, but to physically attend when there are necessary face-to-face lessons with teachers, which is depicted in Figure 3.7. Unlike the flipped classroom, enriched virtual programs generally do not necessitate learners going to class every day; for instance, some programs may only need learners to go twice a week.

4 BLENDED LEARNING – DEVELOPMENT

4.1 Introduction Blended learning offers a mix of face-to-face learning with powerful digitized activities and content that assists with perusing content anywhere, anytime. With such a lot of advanced technology, it is accessible on both platforms, building blended learning pathways that can be viewed as an overwhelming assignment. Tracking down the right methodology that addresses the issues of the students is a tiring task. The first thing to know is what stages are accessible and how they support the education and learning. What do educators need the learners to do? How do advanced tools and systems assist students with accomplishing learning results? Enhancing coordinated content with pertinent pictures, sound, and video can boost it up. Reasonable execution ensures quality and offers advantages to all. Many blended learning modes are worked with by having backlinks where learners can communicate all the more casually without contact time, regardless of whether they share thoughts through Twitter hashtags or by connecting with peers via online media utilizing their gadgets. In this chapter, let’s discuss how blended learning is developed and what are the various approaches that are used to develop an efficient blended learning approach.

4.2  Synchronous Activities for Blended Learning Synchronous learning isn’t equivalent to individual learning; synchronous learning exercises can be made both face to face and on the web. In the past, we had the option to manage eye to eye with technology, even though costlier video conferencing gear was required until Internet programming opened up. Presently, genuine classes and face-to-face classes are promptly accessible DOI: 10.4324/9781003307730-4

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at a much lower cost. When we are working remotely, we no longer need to ­remember nonverbal communication and gestures. Blended learning happens progressively. Learners can meet face to face in a similar area, or sign on to an e-learning stage that offers web gatherings or online class devices to draw in with educator and companions. This might be as simple as an online meeting room where everyone agrees to meet at a set time of day, or it can be as complicated as a tool that provides display space, webcam programming, and conversation boxes. Self-directed students may not have the least need for adjustment but may also benefit from a higher level of immediate support and guidance provided for a synchronous learning experience. Synchronous learning is usually personal, classroom-based teaching and learning in an integrated curriculum. Nonetheless, it employs technologies that provide a comprehensive range of typical visible indications, individual-based commitment, and communication that is primarily verbal, allowing for continuous conversation. Different instances of this technology are videoconferencing innovation, sound meeting, live web streaming, online visit, or texting. Some well-known, though restrictive, applications such as Skype, Zoom, Blue Jeans, or Adobe Connect offer video, audio, and chat. 1 Examples of synchronous activities for integrated learning models Synchronous learning has certain advantages, whether personal or technically enabled and online. Numerous studies point to the importance of responding quickly as students engage in reading comprehension. Synchronous learning gives more freedom from such criticism, permitting learners to make quicker changes in ability, information, and execution. Group tasks, for example, conceptual thinking, are effortlessly introduced and simplified in a consistent manner and support the presence of understanding in the appraisal stage or in the most troublesome phases of examination and integration. The social commitment of quality and participation adds a layer of inspiration, improves social presence, promotes communication, and adds to bunch union. This can likewise uphold expanded commitment and further develop openings for top-to-bottom, significant learning. 2 Benefits of synchronous learning a Quickness: the ability to get feedback and guidance, have questions answered, etc., but not just from the instructor, in real time. b Social communication: communication, support, discussion, understanding, etc. Interacting with people at long distances can create physical and psychological barriers that reveal the synchronous learning. There are many changing features of teaching and learning where content and social interaction are remote, including communication, tools, habits, familiarity, accessibility, and more. Reduce the impression of separation or isolation from risk, which leads to decreased attention, motivation, and involvement. The benefits of synchronous learning are very important and can be derived only with special knowledge and

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skills. Designers and educators, therefore, must be taught how to apply quick behaviors such as i Encouraging questions, ideas, and inclusion. ii Promoting peer support and understanding. iii Discussing participants’ circumstances. iv Providing appropriate tools (such as chat) for important social connections. It is therefore important to ensure that designers and educators know how to teach effectively in real time. Teaching in this method is not the same as teaching in the classroom face to face and not having enough knowledge and skills, these times can be very problematic.

4.3  Asynchronous Models of Blended Learning Asynchronous learning is generally apparent in the way that learners and instructors don’t have to take part or be online simultaneously. Students proceed with their examinations as per their own will and might have the option to contact the instructor to get their questions clarified. Exercise work conveyed by means of email or on the web, prerecorded educational recordings, and groups or conversation sheets are instances of asynchronous learning. Presentations are prerecorded and digital content is delivered by means of email, chat boards, social media, and collaborative texts. Asynchronous learning allows students to freely participate in learning exercises, which might be hindered if other students or an instructor are present. Each student can select when and how to interact with online resources, and important tools and data are always available. There are deadlines and timelines for students to follow, providing support and assistance. Some educators allow high adaptability in the last days, while others demand students to participate and adhere to the calendar rigorously. Asynchronous courses and combinations frequently have a learning management system that gives a similar space where students can meet, submit questions, submit tasks, or partake in proposed or coordinated individual learning activities.

4.3.1  Benefits of Asynchronous Models Some of the benefits of asynchronous learning are described as follows: a

Supports adaptability One of the primary advantages of asynchronous learning is that students experience adaptability. Students don’t have to go to instructional courses progressively, so they can pick when, where, how, and what to say. Nowadays, when numerous individuals manage college work and kid care, self-teaching, and different obligations, asynchronous preparation takes into consideration the adaptability of individuals to learn in their extra time.

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b

Develops a student-focused methodology Asynchronous training tends to focus on students rather than on teachers. By allowing students to work at their own speed, uncomplicated learning is more tailored to singular requirements. Students can invest more time on subjects that are difficult for them or look further into things that appeal to them, rather than working at the speed set by an educator or their friends. c Reduces training costs In terms of cost, an asynchronous learning approach is generally more expensive than a synchronous learning model. Not only are travel expenditures eliminated, but also educational programs delivered in a readily defined manner are nevertheless disseminated to groups in multiple locations and time zones at no additional cost. d Scalability Asynchronous models often reside in the online platform. This implies that individuals can access them at whatever point is required. Organizations with huge gatherings or at high development don’t have to continue instructional meetings when another colleague joins or when new preparation arises. Asynchronous learning guarantees that everybody is in total agreement and approaches similar preparing assets. e Allows for a variety of teaching materials The next advantage of an asynchronous model is access to a large pool of subjects and content. There could be at this point not restricted choices for educators who offer meetings within certain time spans, or who are found close by. The alternatives do not end with excellent training, and admittance to a wide variation of choices can help ensure that the chosen training program is the most useful and profitable, rather than the only one available.

4.3.2  Challenges of Asynchronous Models Like some other e-learning techniques, an asynchronous model has its own difficulties. Here are probably the most well-known boundaries to understudy achievement when utilizing asynchronous learning strategies. a

b

Limited response and two-way communication One thing to keep in mind as you prepare is that it does not contain a personalized response and interaction with faculty and other participants. While students can contact teachers via email or at various phases, they do not have continuous communication, which is in contrast to predictable learning. This can be particularly problematic for students who have more complicated learning issues or who would benefit from additional guidance in their studies. Lack of motivation While development is the thing that makes asynchronous learning appealing, it can likewise be challenging for certain students. For individuals who

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c

function admirably with design and generalization, having the option to pick their timetable for doing jobs inside a learning stage is probably going to prompt lower inspiration, more elevated levels of interruption, or stalling. In the event that the substance isn’t especially pertinent, readers may likewise battle with fatigue and neglect to lock in. Feelings of isolation Long periods of confinement and actual isolation have created a sensation of segregation for large numbers of us, and alternative teaching can add to that. At the point when students need to chip away at self-study courses, they might feel separated and detached from what they are realizing because of an absence of communication with educators and peers.

4.4  Customize Learning Design Learning design is a framework that supports reading knowledge. It means deliberately choosing when, where, and how to teach. Decisions need to be made about the content, composition, timing, teaching strategies, sequence of learning activities, and the type and quantity of assessment in that subject, as well as the type of technology used to support learning. The main ingredients of the learning design process are as follows: a Design thought, creative thinking, Innovation Design Engineering Organization (IDEO) design, innovation, and consulting company are a set of processes for identifying deep or ‘bad’ problems that need to be solved, and then come up with sound solutions to those problems. It has been used for a variety of purposes, including areas that are not considered for construction, such as organizing an organization. b Learning design incorporates the process of design thinking Contextual analysis, problem-solving (reimagining), fencing, challenging thinking, creating ideas and providing solutions, creative thinking, drawing, modeling and prototyping, testing, evaluation, allowing design teams to develop equity with purpose solutions, and quick continuous mental development. c Person-centered design: it necessitates a constant design and folding creativity into a person’s object. It ensures that the individual’s demand for a smooth product or for any other reason is not met. d Learning science: born around the mid-1990s, learning sciences is a multidisciplinary field that looks at advances in the understanding of scientific, human, and critical learning. e Architects, social builders, sociologists, and social and cultural learning theories guide the research and evaluation of learning in real-world environments. The structure of learning focuses on whether a learning solution evolves to fulfill the designs/outcomes in the same way as the learning science discipline

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f

g

h

i

focuses on enhancing education through research. The ­fundamental goal is to use research-based practices. However, ‘research’ may be less planned, more frequent, and more sophisticated in some circumstances. Teaching pedagogical practices: there are many ideas and methods used to teach students. However, it is important for teachers to focus on the purpose and objective of the method chosen during teaching, not the number of methods used. Sound teaching practices are chosen according to the teacher’s beliefs, student needs, and job requirements. Other examples are modeling, inquiry-based learning, and guided interaction. Key practices for curriculum development: ‘Course development should always be the backbone, and be guided, by the construction of equipment, the technical guide, and the learning outcomes you want for each grade’. One of the things we pay close attention to is the development of learning objectives. You may be surprised at how often learning objectives are ignored or developed because it is one of the things teachers need to do. ‘Learning objective’ is a heavily loaded and widely used term as a communication tool between a study engineer and a university. Often the way in which these goals are written is not helpful in building online lessons; they focus on highlighting the broader concepts that students need to ‘understand’ rather than specifying what they really need to be able to do to demonstrate an understanding of these ideas. Background design: the background design includes three stages as follows: i Get the results you want, i.e., great ideas and skills. ii Determine acceptable levels of evidence to support the desired results. i ii Design activities that will make the results you want to happen, i.e., learning events. Data-driven design: as we enter the decade of big data, the data-driven structure is widely used, with almost all sectors relying heavily on data when making decisions, including design decisions. The educational learning tools provide broad data points and an understanding of how students read, how they interact with content, what misconceptions they have, errors in your content, and more. Data are very powerful because it gives instructors control over the evaluation of course performance.

Customized e-learning content creates emotional interaction with the students. E-learning makes learning respected and brings students to the institute. Low reading (similar to bite reading), contextual reading, game-based learning, and animated explanation movies are examples of immersive learning strategies that promote student acceptance and make learning easier to understand. Custom e-learning allows multiple device compatibility so that training can be taken on the go anywhere, anytime! Some of the customized learning design solutions are discussed in this section.

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4.4.1  Mobile Learning or M-Learning Mobile learning or m-learning is the concept of teaching students on the go. Traditional training requires students to attend classroom training sessions conducted by a physical teacher or have access to desktop teaching. Somehow, both types of teaching are bound or limited to access and depend on the physical environment. M-learning provides students with a portable learning environment where training activities are delivered directly to the student’s mobile phone. It is an effective effort to allow students to consume reading content at their own pace, anywhere and anytime. In addition, growing screen sizes and mobile technologies such as 5G make mobile phones the perfect device to handle interactive learning materials. However, with the decline in the average age of mobile phone users and improved global data availability, a variety of mobile learning designs have entered the lives of students who study multiple subjects. With the recent spread of the global epidemic in the learning environment, mobile learning and other major e-learning methods have made it possible to penetrate the lives of students and teachers, transforming the learning process. The best m-learning courses contain lessons that are responsive, engaging, and easy to use. M-learning enables easy access to important information ­w ithout having to be in a class that finds many participants given the current status. Some of the benefits of m-learning are as follows: a

b

c

Enhances student experience Mobile learning with its availability and ease of use alongside many applications has greatly enhanced the learning experience. Today, millions of students around the world who may not have access to a desktop and classroom but who have easy access to cheap smartphones and data are looking at endless opportunities to learn, train, and develop their skills in a way that has never been seen before. Reduces pressure on students Going anywhere can be stressful for some if not all. In fact, the standard model for the training of students and traveling coaches is stressful for all involved. E-learning cancels the need for all of this. With m-learning, ­students can access training even in their spare time or while boarding a bus or waiting in a reception area to be seen for their time. It also reduces stress by giving students all the information they need on their hands while on duty. Face-to-face interaction Face-to-face contact was already marked by a steady decline in prices. However, the latest pandemic situation has confirmed its fate. Students may never see the full format of face-to-face teaching in the aftermath of this

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d

epidemic for fear of infection and personal safety. In any case, face-to-face teaching has been successfully replaced by e-learning and its concepts such as mobile reading. Indigenous traditional learning process Cell phones will continue to be an important part of a student’s life. As a result, teachers can bring additional training or student support to their smartphones if they choose. The advantages of combining m-learning with traditional teaching methods have emerged for teachers, and they are now being explored.

4.4.2  Game-Based Learning E-learning reinforcement encourages students to participate, compete, express, play, and learn in a fun and exciting environment to achieve learning goals by engaging students more. Games have been a fun way to learn since ancient times. E-learning uses gamification as an effective strategy to absorb students in an immersive learning environment and provide information on memory value. Integrated learning has many benefits including information retention, high student engagement, staff engagement, and boosted productivity. Game-based learning involves active participation and supports ‘practical learning’. The reinforcement in e-learning promotes active participation and focuses on competition. It requires the involvement of senior students who ensure better retention. It allows students to practice in a safe environment, make decisions, and imitate them without real consequences. Conducting online gaming builds engagement, relieves tensions, and requires student participation. Students receive a corrective response that helps to identify gaps and scope for improvement. Statistics show that students are more motivated when they are rewarded and challenged. Points, badges, feedback, certificates, and leaderboards are small reinforcements that make a significant contribution to the e-learning course. Game-based learning environments show that it is an effective immersive learning technique where practical teaching is done. This, in turn, increases the productivity of the performance of students. Here are a few types of gamification methods that can be used:

Structure-based gamification: in this type of gamification, the content is presented with integrated elements but it is not a complete game in itself. Badges, cups, points, etc. are given to students as they successfully answer questions and continue their studies. A visual theme such as a treasure map, for example, can enhance a course by adding something interesting to a lesson. Timely testing can add competitive connections to your learning program. This method works best when the target audience is unfamiliar with e-learning and budgets are limited.

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Content integration: this method converts content into a game itself. Content is organized and written using a game-based tone. This is a complex gaming experience and requires time investment, which is explained as follows: i Combined integration gamification: this approach is even more sophisticated in game-making where simulation-based games and game mechanics are combined to achieve the most advanced gaming experience. This approach requires that technology (such as portable devices) be readily available to students. ii Microlearning-based gamification: microlearning is one of the most powerful and effective ways to make learning effective and dynamic. Microlearning combined with game creation is one of the best proven solutions for effective learning. i ii Customized gamification: highly customized gamification courses fully suit the needs of students and provide a personalized touch, thus enhancing information retention. Immersed learning strategies, such as role-playing games, decision-making, combined with strong characters and storylines, can make the teaching truly effective. iv Mobile-based exercise gamification: game-based learning courses are integrated with mobile education to deliver lectures that can be taken on the go regardless of space and time. In-app lessons built with a gamified theme provide a modern touch to the teaching! v Statistical gamification: statistics allow the teacher to track the students’ data metrics and save scoreboards, certificates, etc.

4.4.3  Scenario-Based Learning Today, everything that matters is about storytelling and how strong the message is. The most effective e-learning courses are supported by solid, relevant stories. Basically, a hook catches students and keeps them together. Scenarios are one of the best ways to discuss real situations and give students a sense of the possibilities to take appropriate action. Contextual learning is proven to be one of the most effective ways to engage students and make lessons involving e-learning.

4.4.3.1  Features of Scenario-Based Learning Some of the features of scenario-based learning are as follows: i Introduce students to role plays in complex situations. ii Include multiple ways to increase the breadth of responses. i ii Generate emotional connection through the introduction of strong characters. iv Create a real-life situation to explain the complexities and strengths of situations. v Combine branching situations, decision-making, problem-solving, critical thinking, situational analysis, and logical reasoning.

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v i Provide feedback and the appropriate solution to deal with real-world ­situations at work. v ii Case studies work best for soft skills development, human resource development, ethical training, occupational safety, privacy and security, and other areas where informed decision-making and empathy play an important role.

4.4.3.2  Principles of Scenario-Based Learning Some of the principles of scenario-based learning are as follows: i ii iii iv

A view of cultural contexts. Targeted testing. The effect of the action. Creating a safe environment.

Students are provided with a comfortable environment to practice in before returning to the welfare program, as well as appropriate feedback is given. This ensures that students make the right decisions and understand the consequences of wrong decisions in their studying environment and in their own lives.

4.4.3  Benefits of Scenario-Based Learning i Scenarios provide a safe learning environment: customized e-learning courses provide students with a learning environment where they can make mistakes without worrying about results. It is a safe place where students can explore and try many solutions without fear of real-world consequences such as financial loss, damage to property, or even a bad image. ii Scenarios encourage critical thinking and decision-making: state-of-the-art e-learning courses are designed to encourage students to make informed decisions. Often, the problems they solve are similar to real-world events and this requires them to think and make critical decisions in order to find the best solutions. iii Assists with behavior change: training studies show that behavioral changes are caused by circumstances and that changes are long-lasting and permanent. Scenario-based e-learning can often be used to permanently change a person’s behavior and behavior in certain situations by placing them in a simulated environment, giving students a fresh perspective on previously untested and unfamiliar situations.

4.4.4  Animated Explainer-Based Videos Videos describing short animations, up-to-point videos, are designed to identify specific needs. Such videos can help keep students updated with the latest numbers or enable instructors to better manage their teaching and course programs. In some cases, a quick explanatory video will help to make a case for change

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in the course before the lecture is released. Making a ‘why’ case before you tell your students what ‘what’ is becomes a great way to make people more open and accept the change. Some of the other reasons to get started with animated videos are as follows: i Increasing conversion prices: animated videos increase the conversion rate of auction products and e-learning engagement levels among students. The combination of audio and video is proven to be a great tool to help with effective communication and messaging. ii Building interest: animated videos are of interest to readers. Supported videos and audio have been shown to be effective in transferring information from source to person in a clear and concise way that leaves little room for student doubts and misunderstandings. i ii Increasing retention: well-illustrated animation videos create a lasting impression on readers’ minds due to the use of visual and audio content that leads to information retention. Watching the video helps with greater storage compared to just reading. iv Do more with less: a five-minute explanatory video can bring a bigger and deeper message to readers than five pages of content with text that explains all the actions. A well-made, well-explained video may grab viewers with amazing content while also bringing in more than half the time with more interaction.

4.4.5  Open-Space Learning Open-space learning (OSL) is an interdisciplinary, or better yet, transdisciplinary, pedagogy, that seeks to challenge the academic and conference mode that governs teaching–learning in many British universities. Pedagogy relies on the use of ‘open’ physical spaces – in the sense that tables and chairs do not exist – as well as the ‘open’ approach to mental content and the role of the educator. Participants in the OSL, usually but not exclusively, learn in an ‘integrated’ way. Students involved in the project come from a variety of backgrounds, but they all come together in the interactive area to create and instill learning time. For the first time in history, it reveals the true potential threat of student experience. OSL uses methods such as ‘active’ learning, ‘intensive’ learning, and a variety of teaching styles practiced by experts. In theory, this work has its huge debts to thinkers as it promotes a teaching and learning style that seeks to undermine the Cartesian psychological and physical divisions. OSL can include any form of learning where participants are required to engage the mind and body in the workplace and develop a combination of ‘thinking’ and ‘play’. OSL methods often rely on the removal of barriers and mediation between body and mind. They can have very disruptive relationships in digital technology. When participants in challenging learning situations may want to flee the

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Internet, OSL returns them to a faster and more uncontrolled presence. This has the potential to plan and question digital-based practices, if managed ­carefully. The technology can also be reinstalled, carefully and with awareness of the potential consequences, extending the time and place in which the OSL occurs and its operation.

4.5  Creating and Using Open Educational Resources – Online E-learning incorporates technologies as well as instructing and learning methodologies to establish a total Internet learning environment. E-learning these days is broadly utilized in advanced education as a method for supporting learning in the training framework. Simultaneously, open educational resources (OERs) are turning into another significant method for further developing admittance to top-notch instructive content delivered under open licenses of driving universities throughout the world. The incorporation of these two points of view could set up a technique for working on scholastic quality in foundations of higher learning, particularly in agricultural nations, to adjust the learning results of global projects and to reduce costs related with the advancement of instructive content. OER is digital content for instructing and learning purposes delivered under open licenses for resources that might assist with permitting its free use or duplication. These assets incorporate full educational program courses or study materials like reading material, courses, talks, tests, and assessments. The reconciliation of OER in e-learning conditions can uphold the learning interaction by exploiting the normal nature of these assets and diminishing the expenses related with this cycle. OER is typically made utilizing similar devices such as word processors and realistic altering programs. No new abilities or uncommon tools are needed for OER more than what you have used to make content or activities. Text, articles, books, drawings, recordings, videos, tasks, tests, games, and other materials used in the activity can all be OER. The contrast between OER and standard assets is the consent you provide for the tasks you perform. One more famous approach to take a gander at these licenses is the 5R Open Course Design Framework with Lumen Learning, which is described as follows: a Save Some people have authorization to make, and have command over, duplicates of your resources. b Reuse Some people may utilize your app in a variety of ways (such as in class and video). c Update Some people may be able to adapt, modify, or change your own app (for example, translate it).

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d Remix Some people may join your unique or refreshed application with different things to make something new. e Redistribute Some people may share duplicates of your unique assets, their updates, or their remixes with others. All in all, the vast majority would already be able to do this with numerous online assets. The distinction with OER is that you allow to do this utilizing a particular open permit.

4.5.1  Open Licenses Many people know about copyright, in spite of the fact that it is likely not a piece of intellectual property law. The central matter of copyright is to secure the utilization and circulation of genuine protected work, regularly, for the maker of the work. Anything under copyright is classified ‘all copyright’. The campus, on the other hand, is where the owner has provided unrestricted rights to his work or where the rights have lapsed. This is known as ‘no rights held’. Different countries, and even different regions within countries, will have  different intellectual property rules that balance social equality and foundations. Between the two alternatives lie various open licenses regularly alluded to as ‘different rights held’. One of the most well-known approaches to permit these exercises is with a Creative Commons (CC) license. These are sets of licenses that demonstrate how you might want your responsibility to be allotted, shared, and utilized (or not utilized) for business purposes. CC licenses are open and widely used throughout the nation. Additionally, realize that CC works with copyright – you can in any case hold copyright while utilizing CC. Utilizing a CC license can assist with sending your work to more individuals. Some reviews of various CC licenses are as follows: a

b

c

Attribution (CC BY) A few groups might disseminate, reallocate, and reuse your work (business or nonbusiness), as long as they give you an acknowledgment for your unique work. Attribution-ShareAlike (CC BY SA): A few groups may reblend, change, and expand on your work (business or nonbusiness), as long as they give you credit and offer their new position under similar terms. Attribution-NonCommercial (CC BY NC): A few groups may reblend, change, and expand on your (nonbusiness) work. Their new position ought to likewise be spoiled and nonbusiness; however, they don’t need to permit their administrations dependent on a similar cycle you did.

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d

e

f

Attribution-NonCommercial-ShareAlike (CC BY NC SA): A few groups can reblend, change, and expand on your (nonbusiness) work – as long as they can give you credit and offer their new position under similar terms. Attribution-NoDerivatives (CC BY ND): Others can share your work – industrially and not financially – as long as your work is submitted to you and you share it totally and unaltered. Attribution-NonCommercial-NoDerivs (CC BY NC ND): Some might take your work and share that with others, as long as they give you credit, don’t change your work in any capacity, or utilize your work for promotion. Remember that authorizing doesn’t matter just to message content. Photographs, recordings, movement, and other imaginative exercises can likewise be furnished with an open permit. For a wide range of media – particularly video content – simply make sure to monitor all that you use while making media. Not all that you use is allowed to be introduced on an open license. For instance, in the event that you utilize a famous ambient sound tune in your recordings, you cannot separate those recordings as OER. Remember this with illustrations, music, audio cues, and different highlights you use while making a video or media. There are incredible authorized media libraries that you can utilize if necessary – simply search for the kind of unlicensed media you need. You might have to take a gander at numerous sites to discover precisely the thing you are searching for.

4.5.2  Designing Courses Using OER Making an online course utilizing OER completely is a difficult interaction, in spite of the fact that there is a gigantic abundance of different assets and reading material accessible. A portion of these assets, as referenced prior, permit you to utilize or reblend parts, tests, and so on, as you need to do your investigations. Not all course fields or study regions have OER accessible. In any case, in the event that you truly need to plan your whole course utilizing OER and don’t ­utilize an instant OER book and its related highlights, this can be a test as well. Furthermore, assuming you are an ally of a specific model of showing development, making a plan will be a significant initial step that will direct the OER choices you should make. Additionally, choose how you need to give those structure materials, inserted them in the exercise or with activities, and so forth. One of the upsides of OER is the assortment of arrangements accessible; another drawback is that utilizing OER materials opens up the possibility for change. Contemplate what will occur in the event that you interface with things that are obsolete or on the other hand eliminated from the web. Along these lines, you should refresh the structure materials consistently to ensure that the structure materials are not broken. You will likewise have to consider which

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strategy to add to your investigation material that will be most beneficial to your readers, as follows: a

b

c

d

Direct link Direct link to objects is a simple method to associate with OER, yet the drawback is that you need to consistently check each connection to ensure it actually works. Copy and paste On the off chance that you reorder things into any facilitating stage you pick, you presently include permanent content inside the tutorial. This eliminates the need to stress over interface breaks because of missing content. Notwithstanding, you presently don’t have a connection to the source content, so changes to the genuine substance won’t be apparent in your investigation. Embed with iFrame On the off chance that you insert content utilizing iFrame (which means you are utilizing an outsider source as a YouTube video), you don’t have to refresh the content since it is straightforwardly connected to the source. In case there is an adjustment of content, the change will consequently show up on the activity page. Though not all, most sites permit implanting. Powerful connection More mind-boggling approaches to add OERs are conceivable by utilizing JavaScript, LTI, and other technologies. You should adhere to the guidelines of the content supplier and your course speaker to get this going, though not all correspondence works appropriately. Ensure the catch is facilitated on a dependable, stable site (sites like OpenStax and OER Commons) and you comprehend the authorizations related with that data. Not all OERs are something very similar. For instance, not all YouTube recordings are viewed as OER. With regard to authorizations, one space of comprehension is the dark utilization of YouTube. Numerous YouTube recordings don’t have a CC permit. What is definitely not a CC license isn’t OER. A few organizations or establishments might have an approach against YouTube’s embedding. This will likewise apply to Ted Talks. The choices you make about how OER will be utilized in your course will ordinarily be founded on OER-related consents. Think about how to change it up with OER. Consider stirring it up in your examination utilizing an assortment of strategies: video, books, building materials, and so forth. Here is an example rundown of the various sorts of OER accessible: i Photos ii Testing i ii Assignments iv Case studies v Collections/ePortfolios vi Archives

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v ii v iii ix x x i x ii x iii x iv x v x vi

Full online lessons Online study modules Open (access) media articles Open textbooks (access) Presentations Questions/testing Identification items Imitation Tutorial Videos

5 BLENDED LEARNING EVALUATION

5.1 Introduction This chapter will investigate the different elements of evaluation in regard to blended learning. It also suggests a framework for not only testing the blended courses or programs but also measuring the benefits and pitfalls of various learning styles, distinguishing key goals, and continuously further improving our own theory of blended learning. The research on assessing blended learning focuses on a number of ways to evaluate blended learning programs. The evaluation method varies depending on course components such as the information used in the course, the parts of blended learning that are focused on, including innovation, course material, and taking into account the ideas of both students and teachers, as well as the parameters used to make decisions about the success of specific programs. Typically, the assessment criteria comprise a blend of information about student attendance, performance, grades earned, commitment, and participation.

5.2  Elements of Blended Learning Evaluation There are four principal components that should be considered when assessing blended learning programs: 1 What is the motivation behind evaluation? Further developing student commitment, assets, or generally speaking, scholastic quality? 2 Who ought to take an interest? Educators, understudies, study pioneers? 3 How and when should the test occur? Strategies for information assortment; during perusing or toward the end? 4 What ought to be inspected? Teaching, learning, learning results, assets, evaluation quality? DOI: 10.4324/9781003307730-5

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5.2.1  Evaluating Learning Outcomes Several steps can be utilized to assess learning outcomes: grades and stamps, ­exercises, attendance, and drop-down qualities. The estimation can be improved and worked on utilizing the blended learning program as a learner movement and results can be captured by means of a framework. Only measuring the learning outcome will not give the full picture because the mathematical measures do not include learners’ attitudes. As a result, response systems that include learning attitudes should also be taken into account to make decisions about the teaching of the faculty.

5.2.2  Measuring Student Satisfaction Students’ involvement and students’ feedback are two essential evaluation ­factors that cannot be predicted. While the researcher or teacher may think that the course is fruitful if students meet or surpass expectations in the test, student ­satisfaction is important because it takes into account the personal needs of the students’ course experience. This is especially the main measure of visible ­quality in students’ perceptions. General measures for student satisfaction in blended learning subjects utilize self-report inquiries to explore how satisfied students are.

5.2.3  Measuring Student Commitment Assessing student commitment takes into account a more perplexing investigation of learner encounters and adapting instead of essentially exploring subject outcomes. Getting involved is more than just getting involved or participating – it requires emotion and action. Understanding student engagement is very important as universities are now competitive in the market. As a result, measuring and improving student performance by getting involved can be an institutional benefit when you aim to boost more student retention. Student engagement can be viewed relative to three interrelated dimensions: behavioral, emotional, and cognitive. Behavioral engagement of students focuses on the participation of the students in the activities, compliance with applicable laws and regulations, and certification standards. Furthermore, students’ emotional engagement applies to the emotional reactions to their activities, peers, and professors, as well as their sense of participation in that particular course. Finally, the students’ cognitive engagement is responding to psychological contribution to the activities of the management of the complex of knowledge, as well as how to work with the organization or the use of metacognitive strategies.

5.3  Approaches to Measure Student Learning The approaches for evaluating student learning are often classified into accumulative and constructive assessment:

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1 Accumulative assessment: this type of assessment includes tests, quizzes, and other learning activities used to quantify student performance. They can gather and regularly present what students have realized toward the finish of the unit or toward the finish of the exercise. Inside the exercise, accumulative assessment incorporates a framework for figuring singular student marks. 2 Constructive assessment: students find input and direct feedback on their related work by any means to help them improve. The assessment can take place in any form such as face to face during class hours, in comments w ­ ritten on assignments, rubrics, and emails. Constructive assessment can be u ­ tilized to gauge consistently students’ everyday learning. These evaluations uncover how students realize and what they realize during exercises and frequently inform the following stages in teaching and learning. Rather than enquiring if they understood or if they have any questions, you can organize your evaluation by asking students to write down the main points or the most perplexing section of the discussion on file cards close to the end of class. Gathering and analyzing responses provide insight into what subjects the students were interested in and what the next highlighting activities should be. Providing students feedback on these subjects helps them understand what they’re learning. You might also ask students to comment on and report on their learning. For example, students could be asked to rank their newly acquired knowledge on a subject in comparison to what they thought they understood prior to attending the course.

5.4  Consideration for Student Learning Outcome While developing the assessment methods for students, we consider the following strategies: 1 Include roundabout and direct evaluations just as constructive and accumulative assessments. 2 Check whether the measurement is directly related to the learning results. 3 Make sure the rating is reliable and sensible as far as time and assets are concerned, both for students and educators (e.g., rating, reaction time, and strategies). 4 Gauge the time students need to finish an assortment of tasks. 5 Use mid-semester student survey. 6 Use test results to improve lessons. Examples include a review of the content of the lessons in depth relative to the scope, realignment between objectives and teaching methods, the use of the most fitting evaluation strategies, and the successful consideration of learning advancements.

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5.5  Formative Assessment and E-Learning The main goal of formative assessment is to provide feedback and other items for the improvement of the teaching–learning process. Many researchers have relied on formative assessment, which has grown in importance over time. It is increasingly being used to improve student accomplishment rather than just teaching. Formative assessment is a strategy in which teachers and students receive ­feedback during an education program in order to react to the idea that they might enhance their performance in accordance with the study’s objectives. For a defense of the value and effectiveness of formative assessment, five core strategies to understand the concept of formative assessment are highlighted as follows: 1 Elucidating and dispensing the learning purposes and guidelines. 2 Developing effective classroom discussions and other learning tasks that help to know about student understanding. 3 Providing feedback that encourages students to come forward. 4 Enabling students to take ownership of their own learning. 5 Motivating students in using themselves as teaching resources. Blended learning supports the online tool that enables the activities of consciousness to be more and more prevalent in higher education in recent years, with the strengthening of real-time feedback to students to improve the performance of their learning process. In general, the students’ attitude toward an approach like this is favorable. Students appear to be pleased with programs; yet, they have been demonstrated to have several flaws, particularly in the areas of teacher development and professional concerns. With the development of a learning strategy like blended learning, the significance of proper amalgamation of the traditional and virtual environments has to be taken into account. Therefore, the relationship between the results obtained in a virtual environment and other important face-to-face environment factors such as participation and involvement, which determine the participation of the student in the teaching–learning process, needs to be analyzed. Some of the methods of conducting formative assessment are as follows: 1 Online quizzes and tests Multiple-choice questions and short answers (or questions) are useful for assessing students’ perceptual and visual abilities to remember the content. It’s easy to measure, and when faced with a large class, you can create an automatic installation depending on the type of question. These tools, on the other hand, are available online and unquestionably benefit students. 2 Create active online test The teacher can use technology that uses a spontaneous request to generate a similar set of questions for each student or elaborate exam forms where

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questions are addressed in a variety of subjects and various stages and levels of difficulty are liberally generated for each student, i.e., each student receives an alternate test, but each version is somewhat similar. The educator might draw such assessment timetables that the test is just accessible within a specific period (e.g., week-long or only one evening). Furthermore, time cutoff points may likewise be set for stretches among surveys and their conveyance (for example, a couple of minutes to a few hours). With this breaking point identified, the teacher can also allow students to see all simultaneous tests or just each test in turn. The teacher can specify the rules for completing the test using a web-based testing device. When the questions are presented, students may be required to complete one question at a time, or they may have the option to begin questions, quit, and later return. The manager might be approached to confirm student character and/or guarantee consistency with certain evaluation strategies (e.g., open/shut letter). 3 Essays or academic projects Evaluations that require an abstract examination are regularly more troublesome and tedious to grade, anyway this sort of appraisal is suitable for measuring how well students can apply the ideas learned in class. Within the learning management system (LMS), there is an assortment of tools to work with for these kinds of evaluations. Such stages ordinarily incorporate the accompanying tools at any rate, as follows: a Discussion area: they’re frequently used to create an educator relationship based on a basic reasoning test devised by the instructor. b Assessment tool: it tends to be utilized to build exposition-type questions (which should be physically scored). c Assignment tool: this can be utilized to submit papers, essays, or other types of assignments. 4 Real projects Often when we talk about online testing, we think of automatic ­questions and grade books. While the standard questions are useful in most situations, they do not accurately reflect the learner’s abilities, particularly when they are asked to perform at a higher level in the field of self-learning. So they demonstrate physical ability in a psychomotor learning environment or assess attitudes toward a related subject background. When you think about the kinds of online testing methodologies you can look over, the rundown will be basically the same as the print procedures you know and right now use. Be that as it may, there are a couple of extra testing methodologies, which make the online environment conceivable. The rundown beneath isn’t comprehensive. It also fails to demonstrate which technologies can be deployed to complete various assessment measures. Some of these tasks may require students to choose between physical and software submissions. Make sure that students’ assessments are dependent on their ability to manage the technology, but once you’ve done that, ask them to create a video displaying the usage of professional standards, or PowerPoint slide, which

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present small snippets proving the feasibility and instructional q­ ualities of educators. It can be reimagined as a digital story using online diaries, wikis, webcasts, and other techniques. Students exploit these new media avenues to show that they meet certain necessities. Now and again, each undertaking turns into a ‘resource’ or ‘relic’ in an enormous electronic portfolio containing things of a solitary classification, the entire program or division, or all the educational plan and scholarly work done by the student. Whatever assignments students provide to demonstrate their ability, you need to have a method for evaluating their performance. 5 Preparing an assignment through assessment The initial phase in online assessment is to set up every task. Because students are unlikely to approach you with questions, you must be aware of the knowledge they need. When developing an assignment through evaluation, there are a few aspects to keep in mind, as follows: a Name of the task to be performed (this should be the same word as listed in the syllabus list). b Objectives of learning the related assignment. c Appropriateness of the assignment. d Any resources you prescribe to use to finish the task. e Expectations (length, effort level, number of quotes needed, etc.). f Level of gathering interest (singular assignment, group ventures, and all class projects) g Procedure (how students go to tasks, when giving companion audit, how friends give input, and how they offer the response). h Grading technique (insert rubric if using one). By including these, you give students a comprehensive idea of what you need them to do.

5.6  Informal Assessment Informal assessment is a significant part of any quality course. Many blended learning styles include these kinds of tests for their examinations to increment their online presence and monitor the learning of their students utilizing devices within the LMS or other local area-based strategies if essential. Techniques for casual evaluation differ. For example, some LMSs (or free online tools) allow students to complete sample examinations and self-assessments. This is an arbitrary check that frequently gives information to the educator to evaluate as one center point of learning outcomes, even though it is not permitted. As an additional strategy for informal assessment, a complete and productive evaluation should be possible by gathering unknown contributions from students during and after the exercise utilizing the evaluation tools inside the LMS or by one of the many online testing tools. The following two strategies for informal assessment in web-based learning are especially interesting.

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5.6.1  Summary of One Sentence A one-sentence outline is intended to empower undeniable level reasoning. A rundown of a solitary sentence shows if students can coordinate an interaction or idea. It is extremely simple to utilize this technique on the web. You can set up a conversation gathering to gather learner sections. The online environment makes it simple to draw in learners during the time spent on companion audits and ideal conveyance of the appropriate response. On the off chance that you take a gander at the aftereffects of student rundowns, you can see where countless learners have shown a comprehension of the theme or thought.

5.6.2  Test Questions Created by Students Request that students structure three to five test questions each. Reveal to them you will utilize a specific number of inquiries in the genuine test. By doing so, you gain the benefit of using the material from the activities that learners consider more significant than the topic on which they should focus. You can edit your presentation to address any topics that were not addressed in the students’ responses.

5.7  Evaluation Framework These are usually students’ questions or frames based on the rubric for testing. Due to differences in testing methods and frameworks, there is not one special tool that is considered to be the most effective in assessing integrated learning. The various kinds of evaluation frameworks are discussed below.

5.7.1  Web-Based Learning Environment Instrument Web-based learning environment instrument (WEBLEI) is fundamentally a question that probes into student’s thoughts and encounters of online learning destinations. It is sorted into four regions or ‘scales’: the first three depend on classifications on the quality appraisal of an online learning program and the fourth spotlights on information building and development. The four regions of WEBLEI scales are as follows: 1 Release functions (which deal with simplicity, efficiency, and independence). 2 Collaborative activities (which focus on adaptability, reflection, quality, communication, cooperation, and feedback). 3 Qualia (which manages achievement, certainty, accomplishment, and interest). 4 Knowledge structure and design (considers learning and learning materials designed and redesigned). Scales are obtained using the five-point scale.

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5.7.2  Hexagonal E-Learning Assessment Model Hexagonal E-Learning Assessment Model (HELAM) is a different model of figuring out how to assess the learning management framework with regard to grasp student satisfaction. It consists of six dimensions, which is depicted in Figure 5.1 reviewed with a list of surveys. The assessment system is confirmed with a complete size of six measurements and all are discovered to be significant. The model depends on student’s suppositions just and doesn’t consider different ideas of partners like educators, program engineers, and supervisors.

FIGURE 5.1 

Hexagonal e-learning assessment model.

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5.7.3  E-Learning Framework The e-learning system contains eight measurements that can be utilized to give direction in development, improvement, conveyance, and testing of open and appropriated learning focuses. The dimension is systematically linked to support learning, which is illustrated in Figure 5.2. This framework uses and checks blended learning. The frame doesn’t seem to contain any assessment tools; however, it gives a directing design that assembles the assessment.

5.7.4  Technology Acceptance Model Technology Acceptance Model (TAM) defines causal relationships among system design features, usable visibility, easy availability of use, attitude of use, and actual behavior, as illustrated in Figure 5.3. The content is useful (the degree to which a person believes a particular program he or she is using will improve their performance) and visibility and easy use (the extent to which a person believes he is using something system will be free from an attempt) are the two main predictions of system utilization. Caution should be exercised when undertaking to explore a blended learning program only on the basis of technical aspects.

5.7.5  Rubric-Based Frameworks A few scientists have created norms or structures dependent on rubrics to investigate blended learning conditions. Rubrics ought to be utilized as a

FIGURE 5.2 

E-learning framework.

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FIGURE 5.3 

Technology acceptance model.

blend of various materials, such as the plan of instruction and the utilization of ­innovation, ­notwithstanding a program student’s insight. Furthermore, they are just about as significant as they give a fast and powerful way for originators to assess their own courses or programs. In any scenario, the main problem with the formative assessment is that it is not consistent due to its dependence on judgment. Despite a model that employs terms like ‘limited’, ‘sufficient’, and ‘comprehensive’, these terms are not totally obvious. Moreover, the originators of the rubrics-based system don’t give an exhortation on which information to use to make decisions or how such data ought to be gathered. This is particularly viable while presenting students at each stage the association in rubrics. It is likewise important for course architects to undertake in commitment a rundown of inquiries to give a more exact judgment. Thus, while rubrics can give a speedy and thorough outline of the blended learning program, they neither have the profundity of full usefulness nor check the operations of these administrations.

5.7.6  Conceptual Framework for Evaluating Blended Learning The conceptual framework identifies interpersonal relationships among many aspects of blended learning programs, such as within the institutional context and supplementary teachers who were provided during the program’s commencement and delivery. This can be designed by classifying the framework by focusing the categories on concentric influence so that an assessment is focused but acknowledge the influence of other things, as illustrated in Figure 5.4. Three classifications of impact have been distinguished, each containing various components. The outermost field is status: this incorporates a more extensive setting and foundation components. The mid-circle is an examination association: this comprises a solitary changing of the structure, content,

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FIGURE 5.4 

Conceptual framework.

innovation, and testing. The innermost field is singular feelings: this spotlights understudy and educator issues, yet it additionally contains significant parts of communication and collaborations that work at this level. These characterized regions can be considered as free varieties: information sources and cycles which structure portions of a mixed learning program. There is likewise field setting: this contains the outcomes; for example, the student satisfaction, student commitment, and scholarly outcomes. This could be viewed as a reliable variable. An additional component that works across the structure is institutional help. This is essential to a successful blended learning program and should be considered a motivating element of each field, just as it is between departmental connections. There is an inescapable association between institutional help, instructor, and student support. For instance, a learner can get monetary help to take the course (setting), professional support (institutional), unique necessities support (plan and arranging), custom-made learning (content), IT support (innovation), development tests (assessment), peer reaction (understudy), and criticism by perusing (educator). Preferably, support components ought to be explored in every one of the three regions. This system can be utilized separated from blended learning and can be applied to other innovation-based learning conditions.

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5.8  Criteria to Assess Blended Learning This section examines what to look like at their group and choose that it is so compelling to accomplish the objectives they set off to achieve. This section will assist with estimating the accomplishment of blended learning classes and fill in as an administration instrument for deciding future instructive approaches. Some of the criteria to assess blended learning are as follows: 1 Compatibility Compatibility of the blended learning ought to be a need. It ought to be obvious to students and educators how the various parts of the learning course are pieced together, which is explained as follows: a How does the class fit together so well? b Do students manage content at the right level? c Do teachers integrate content from a variety of subjects? 2 Delegation Delegation is critical to blended learning. Learners who are ­capable of transferring their acquired knowledge from one subject to the next will  become more equipped for the current world, which is explained as follows: a How well do students realize what they need to know? b Can they take thoughts starting with one class and apply them then onto the next? 3 Teaching and learning style Instructors should tailor their teaching to the necessities of every individual. This includes delegating tasks that are appropriate for the learner’s learning style and presenting new knowledge in ways that are relevant to each student’s level of skills. The blended class should assist with communicating the character of every learner, permitting them to develop and learn at their own speed. 4 Student participation Student participation is basic to a fruitful class and is fundamental for a blended class. Students should take an interest in the learning cycle. They ought not to be simply onlookers, sitting back and the educator accomplishing practically everything, which is explained as follows: a Have you seen your readers engage with the content? b Do you see the active involvement in the partnership? c Do you see the interest in what is being taught? 5 Understanding comprehension One of the reasons for blended learning is to give students an all-around inclusive education that covers a wide scope of points and urges them to think inventively. The blended classroom environment ought to support basic reasoning and help students plan for life after earning their degrees,

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6

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instead of simply showing them how to breeze through the assessment, which is explained as follows: a Do you see students acquiring new ideas and abilities? b Did they gain proficiency with rudiments prior to continuing on to further developed ones? Content delivery The blended class should change continually as instructors search for better approaches to deliver content to their students. This could incorporate fusing technologies into their courses or searching for various learning openings with online assets. A highly coordinated class will consistently change to keep students locked in, which is explained as follows: a Have you seen educators find better approaches to convey content? b Do your educators use technologies capably? Relationship between teacher and student The achievement of the classroom relies to a great extent upon the connections built among instructors and students. The blended learning class should profit every person taking part all the while, which is explained as follows: a Do you see a solid connection between your instructors and students? b Do you see a solid connection between your educators? Student–student relationships Students need to cooperate with their companions to turn out as better students, so they need to have solid connections. The collaborative environment will take into account more useful reasoning and greater usefulness, which is explained as follows: a Does your class have a cooperative spirit? b Do the students work together? c The integrated class is only effective as long as a bond is built within it. Classy environment The coordinated classroom ought to be a place where individuals will be interested to invest time. Students and instructors both should feel glad for their work and feel as though they are gaining ground in accomplishing their objectives, which is explained as follows: a Is there a feeling of technical perfection in your approach to the classroom? Is there a sense of community within the classroom? Blended learning community Blended learning not just permits students to learn inside the classroom yet additionally work cooperatively to accomplish a similar objective. Blended learning connects various courses and, in principle, provides those lessons to different students, which is explained as follows: a Does your class have a solid bond with different classes? b Do students draw in with the local area outside of institution? Understanding test methods The blended classroom ought to be an alluring climate that supports dynamic participation from every student and instructor who take interest

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simultaneously. Instructors need to construct solid associations with their students and different educators, and they need to cooperate to show quality subjects. Students ought to have the option to take what they gain starting with one class and apply it then onto the next. The incorporated classroom ought not just to show students how to breeze through the assessment; it ought to likewise set them up for this present reality. These criteria can assist with deciding how a class runs after accomplishing its objectives and how well learners are learning in their subjects.

5.9  Models for Evaluating Blended Learning Although blended learning is now essential for all academic organizations, defining and clarifying the idea might be difficult. Many individuals who are searching at or are working on mixed models do so with minimal guidance or preparation. Administrators, teachers, employees, and students frequently disregard the requirements for comprehensive processes and quality results. What’s more, the utilization of innovation, demonstrating courses, models, and learning hypotheses, ought to be created or accomplished. Four basic components should be addressed in the plan and evaluation of blended learning: 1 Student or face-to-face interactions are integrated with spontaneous and relevant social and psychological tasks as part of the delivery mode design. 2 Consumables, technologies, and media used. 3 The use of different types of teaching, representing different teaching methods and actions of learners. 4 Synchronous and asynchronous methods. The nature of a blended learning course or program ought to be surveyed, with proper rules addressing granular practices and results to coordinate various instructing and learning openings. This section is intended to assist you in understanding this complex assessment and attempting to appreciate the various aspects of blended learning, their benefits and values, and the fundamental development of case studies. While blended learning in practice makes use of a variety of media and techniques to provide a combination of online and face-to-face learning, it may be a difficult interaction to navigate in terms of coordination, sequencing, and pacing. When developing blended learning, continuous assessment (during that period or program) and integrated evaluation (at the end of the program) should be required for the formation of a process improvement metric. When taking a gander at the nature of blended learning, it is useful to consider the utilization of online destinations and how they offer training. Clear requirements should exist as key components of any integrated environment with resources on the web; these requirements can be sought out in the same way that parallel or individual assignments can be performed as part of a conventional blending.

Section III: Assessment and Feedback Learning and assessment activities are aligned with learning outcomes. The opportunity for self-examination and practice is provided online. Student assessment is progressively done throughout the course. A structure is there for students to give feedback throughout the course. Specific instructions are given on how to submit assignments.

Section II: Course Objectives and Learning Outcomes There is a clear correlation between course objectives and learning objectives. The course learning outcomes are described in terms of what the student will be able to do upon completion. Learning outcomes are distributed over the semester and the course in an LMS is available in a week-wise format. The various blends of the course are aligned with the learning objectives (following Bloom’s taxonomy levels).

Section I: Introduction and Course Overview A brief and concise description and/or video on the included courses are available online. The various components of the blended course are described. The knowledge and skills required are clearly stated. The minimum technical skills expected of a student are clearly defined. A clear curriculum is developed with appropriate topics, assignments, and dates specified. Expectations regarding allocation and other tests to be used in integrated studies are well defined.

Evaluation Criteria

TABLE 5.1  Evaluation Checklist for Blended Learning

Yes

To a Significant Degree

To a Certain Degree

No

Impracticable

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Section V: Course Technology The tools support learning outcomes and improve the learning process. The instructions on how to access online technology and resources are comprehensive and easy to understand. The tools used in the course are available to students, and there are instructions on how to get the other necessary tools (e.g., free downloads). Once synchronization tasks are included, they are archived for readers to review (e.g., webinars, podcasts). The curriculum design allows for the use of assistive technology.

Section IV: Course Content Additional face-to-face features are provided in the LMS. Face-to-face teacher presentations are available on the LMS. Learning activities are clearly integrated as pre- and post-classroom activities with specific teaching materials and are linked to learning objectives. The course materials are presented in a logical and orderly manner, appropriate for the delivery mode. All lessons are presented without errors. The media material used within the curriculum accepts formats and standards that are accessible to all students. These courses are conducted using open educational resources that are stated clearly. The corresponding sessions are archived for later use by students.

(Continued)

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Section VI: Learner Engagement Forums are designed to promote communication (teacher–student, content–student, student–learner) that is conducive to learning outcomes. Specific standards are set for instructor feedback and availability (e.g., email turnaround time, assignment marking). The requirements for student communication and academic progress are clearly defined. The corresponding sessions, if any, are clearly indicated. Section VII: Resources for Learner Support The course guidelines clarify how students can avail specialized help. The course guidelines give contact details to specialized help or help desk. The course guidelines clarify how the establishment’s or the program’s scholarly, emotional support networks can be reached (e.g., library administrations, peer mentoring). The course guidelines clarify how the establishment’s student support administrations can be reached (e.g., friend support administrations, counseling). The course guidelines answer fundamental inquiries related to research, composition, innovation, and so forth, or connection to instructional exercises or different assets that give the data. The course provides guidelines or links to resources on the most effective way to be successful when learning on the internet.

Evaluation Criteria

Yes

To a Significant Degree

To a Certain Degree

No

Impracticable

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Online learning can 1 Increase access. 2 Promote equality in the learning environment and is class-neutral. 3 Create cheap, practical learning opportunities. 4 Develop extended learners’ reading skills related to self-regulation, self-­ regulation, and interaction. Digital education can provide high-quality education to a wide spectrum of ­people who were previously unable to access a customized curriculum, which was usually more expensive, location based, and specialized. Students should benefit from both online and face-to-face aspects of blended learning, just as they should benefit from the development of online learning.

5.10  Evaluation Checklist for Blended Learning The checklist for evaluating blended learning is discussed in Table 5.1, which is divided into seven sections, namely, introduction and course overview, course objectives and learning outcomes, assessment and feedback, course content, course technology, learner engagement, and resources for learner support. These evaluation criteria scores can be used as an indicator of the quality of the blended courses and to improve the quality of the subject in subsequent delivery of the blended course. Impracticable denotes the subject is not scheduled for a particular aspect of the course in the program. In such a case, the total amount can be adjusted and percentage points can be computed based on the amount of course content used.

6 MASSIVE OPEN ONLINE COURSES (MOOCs) Importance

6.1 Introduction Transparency and sharing have consistently been essential for teaching–learning process. Sharing information is the actual meaning of education. And even in teaching–learning process, where sharing ought to be the center of the interaction, we have rules; it urges us not to share information openly. The Internet provided us with the means to share information in a simple and timely manner, and in the last decade, the trend toward greater openness and sharing has gained widespread support in education, resulting in changes to institutional methodologies as well as the strategies of various colleges. Open education is a course that consists of four main areas: open source, open content, OpenCourseWare, and open licensing.

6.1.1  Open Licensing Open licenses are a bunch of conditions applied to a unique work that award authorization for anybody to utilize that work as long as they follow the states of the permit. A work alludes to a unique creation, like a video, music, record, or piece of programming, that can be copyright ensured. The copyright ­proprietor – generally the maker of the work, regardless of whether an individual, a group, or an organization/association – can decide to transparently permit the use of their work assuming they need others to have the option to utilize it openly, expand on it, redo it, or further develop it. Open licenses along these lines allow anybody to utilize the work at no expense, and for the most part, permit anybody to adjust the work with no or insignificant limitations. There are a few open licenses that follow these standards, among the most widely recognized are Creative Commons licenses for composed works, music, visual, and other imaginative DOI: 10.4324/9781003307730-6

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articulations; and GNU General Public License for programming. Precise states of open licenses are accessible under the permit portrayals. Open licenses empower creators to permit more opportunities in how others can manage their functions. The advantages of this opportunity are as follows: 1 Enabling others to widely support the work – potentially giving a much more prominent course however if a single group or individual had a selective option to use it. 2 Not constraining clients to apply for authorization each time they wish to flow a duplicate of the work being referred to – which can be a tedious issue, particularly if the work has many creators. 3 Empowering others to persistently improve and enhance a work. 4 Empowering others to make new works dependent on or derived from the first work – for example, interpretations, variations, or works with an alternate degree or concentration.

6.1.2  Open Source and Open Content The word ‘open source’ originally referred to open-source software (OSS). Open-source software is a code that is designed to be freely available to the public, allowing anybody to view, modify, and disseminate it as they see appropriate. OSS regularly incorporates a permit that allows developers to adjust the product to best meet their requirements and control how the product can be circulated. Open-source software is created in a decentralized and cooperative manner, depending on peer audit and local area creation. OSS is significantly less expensive, more adaptable, and has more life span than its restrictive friends since it is created by networks instead of a solitary creator or organization. Open-source code is normally put away in a public storehouse and shared freely. Anybody can get to the storehouse to utilize the code freely or contribute enhancements to the plan and usefulness of the general venture. The Open-Source Initiative (OSI) was made to advance and secure opensource software and communities. OSI goes about as a focal enlightening and overseeing storehouse of open-source software. It has rules and regulations that specify how to utilize and connect with OSS, just as giving code authorizing data, backing, definitions, and general local area cooperation to assist with making the utilization and treatment of open source justifiable and ethical. OSS ordinarily accompanies a license. This license incorporates terms that characterize how engineers can utilize, study, adjust, and, above all, appropriate the software. The five of the most famous licenses are as follows: 1 MIT License. 2 GNU General Public License (GPL) 2.0. This is more prohibitive and necessitates that duplicates of altered code are made accessible for public use. 3 Apache License 2.0.

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4 GNU General Public License (GPL) 3.0. 5 BSD License 2.0. At the point when the source code is changed, OSS should incorporate what was modified just as the strategies in question. Contingent upon the license terms, the resulting product because of these changes could possibly be needed to be made accessible for free.

6.1.3 OpenCourseWare An OpenCourseWare (OCW) is a free and open advanced distribution of top school- and university-level educational materials. These materials are coordinated as courses and regularly incorporate course arranging materials and assessment devices just as topical substance. OCW is free and transparently authorized, open to anybody, whenever and wherever by means of the web. Some of the OCW are as follows: 1 Carnegie Mellon University Open Learning Initiative. 2 John Hopkins School of Public Health OCW. 3 Lumen Learning. 4 MIT OCW. 5 Mountain Heights Academy OCW. 6 The Open Academy. 7 The World Digital Library (WDL). 8 WikiEducator. 9 OER Africa. 10 Open Course Library. 11 Open Education Consortium Course Search. 12 OpenLearn. 13 Open.Michigan. 14 Open Yale. 15 Saylor Academy. 16 SUNY OER Ready-to-Adopt Courses. 17 TU Delft OCW. 18 Wikiversity.

6.1.4  Open Educational Resources Open educational resources (OERs) are education, learning, and examination materials in any medium – computerized or something else – that live in the public space or have been delivered under an open permit that allows no-cost admittance, use, variation, and reallocation by others with no or restricted limitations. Free and open-source software (FOSS), open access (OA), open data (OD), and publicly supporting phases are all part of the OER system. They are distributed

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under open licenses (i.e., Creative Commons) that determine how materials can be utilized, reused, adjusted, shared, and changed by explicit requirements. They can incorporate course books, address notes, assignments, tasks, and tests. Within the limits of Creative Commons permitting, there are five central issues to think about when utilizing OERs: 1 2 3 4

Reuse: content can be reused in its unaltered unique configuration. Hold: copies of content can be held for individual chronicles or references. Reconsider: content can be adjusted or modified to suit explicit necessities. Remix: content can be adjusted with other comparative substances to make a novel, new thing. 5 Rearrange: content can be imparted to any other individual in its unique or changed organization.

6.1.4.1  OER Benefits There are many purposes behind utilizing OERs in learning and teaching. For showing faculties, OERs can enhance and increase the value of existing ­educational program assets. Simultaneously, it can decrease the expense of training for the students (lessening monetary pressure by eliminating course book buys). Students can access a wider range of innovative educational experiences by using OERs, such as open texts, open images, OCW, and self-evaluation tools. As per Joint Information Systems Committee ( JISC), students can benefit in the following aspects: 1 Improved quality and adaptability of assets. 2 Seeing/applying information in a more extensive setting than their course may somehow permit (global measurement). 3 Support for student-focused, self-coordinated, shared and social/casual learning draws near. 4 Learning assets with cost-saving, quality, and adaptability of access. 5 Improved freedoms for self-learning at home. 6 Abilities advancement: computerized education abilities for looking, reusing, reproducing, scattering, marking, and networking OERs to learning local area.

6.1.5  Open Teaching A MOOC (massive open online course) is a free, open, online course that permits limitless cooperation. MOOCs are nonconcurrent, open-access, web-based courses intended for enlisting hundreds or thousands of students all at once. MOOCs convey content through recorded video, online readings, and online appraisals, as per different levels of student–teacher communication.

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A MOOC is a condensed version of a large open online course that provides free education in a digital context with no limit on class size. MOOCs are, generally speaking, a new advancement in instruction, addressing a pattern toward reasonable schooling accessibility for the general population, in a cooperative, associated space, with conventional instructive materials, similar to address slides and recordings, enhanced with intelligent components. A MOOC alludes to an online course that permits users from across the world to get familiar with a similar material, without requirements, in an adaptable learning environment. With MOOCs, feedback to learning is frequently quick and there are no punishments for leaving a course. Progressively, advanced education foundations have joined forces with web-based learning stages for MOOCs to share information and grandstand staff abilities. The individuals who partake in MOOCs frequently do as such either for individual improvement or to secure abilities for the labor force; however, no degree is granted.

6.1.5.1  Advantages of MOOCs The boundless reception and utilization of online courses give the following accompanying advantages: 1 No actual area reliance: this can further develop cooperation endeavors and save time by dispensing with a student’s day-by-day drive. Online training additionally empowers social distancing. 2 Further developed admittance to advanced education: in addition to the fact that this is an element of comfort, admittance to excellent training in non-industrial nations can eventually enhance personal satisfaction and add to practical advancement endeavors by providing a top-notch, open learning framework. 3 Reasonableness of advanced education: adaptability makes these kinds of courses savvier than face-to-face courses of equivalent extension. 4 Adaptable learning plan: many courses are independent, which can oblige student work plans. Regardless of whether or not course consummation is independent, similar to online degree programs, prerecorded talks can offer greater adaptability on an everyday and week-after-week premise.

6.1.5.2  Disadvantages of MOOCs Notwithstanding the various advantages of MOOCs, there are accompanying related disadvantages, as follows: 1 Adaptability can make the course harder to oversee, as some students require the construction of in-person learning. 2 Students may not feel as resolved to go to a free online course as they would to an in-person course that requires educational cost.

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3 Teachers are less available. 4 For effective use, advanced skill is required. 5 Students are more averse to form associations with educators and different learners. 6 Students with visual or hearing incapacities may not be obliged. 7 Courses require solid web associations, which can be an issue in agricultural nations and oppressed networks. 8 While looking for the right course, a lot of comparable courses for immersed regions, like software engineering, may prompt a conundrum of decision.

6.2 Readiness of Faculty for Integration of Digital Tools in Learning Digital competence is a fundamental element of a transforming environment in which educators are given a set of responsibilities. Educators now have access to a wide range of innovative technology, administrations, and resources, and they can improve their thinking ability while teaching a course. Today an instructor can pick a system and a model wherein he would incorporate advanced digital tools in the instructive cycle: use them to tackle explicit deliberate assignments in technology-enhanced teaching, plan a mixed learning approach, or teach online where computerized innovations are a vital instrument for getting sorted out an instructive cycle in the entirety of its viewpoints. Practice has shown that not the entirety of educators is prepared to utilize the wide scope of current computerized advancements. Readiness has to do with faculties mindfulness, information on use, insights, and perspectives toward their own abilities and attitude toward innovation reconciliation just as acquiring experience in the utilization of instructive innovation. There are basically two components of technological readiness, namely, technical and pedagogical. These components are considered pivotal for the integration of digital tools in educating and learning. These two parts have been analyzed through the classes of information, perspectives, attitudes, habits, and skills.

6.2.1 Elements That Influence Faculties’ Readiness to Adapt Technology Exploration of instructors’ status to take on innovation in their teaching has developed in the last few years progressing to the accessibility of assets and instructors’ skill advancement. The components incorporate educators’ qualities, substance information, innovative contemplations, and hierarchical capacity. Examination featured a complicated example of interrelated components that are relied upon to be determinants of the effective incorporation of innovation in training. Teachers can benefit from these factors, which can come from either the external situation or the teachers’ personal attributes. There are four components that ought to be thought about when wanting to present innovation in

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education. These are identified with mechanical, individual, hierarchical, and institutional elements. The different variables that block instructors from the coordination of innovation in their classrooms are educator innovative abilities, instructor certainty, academic educator preparation, inadequate admittance to information and communication technology (ICT), design of educational frameworks, and prohibitive educational curriculum. Each subject establishes an assemblage of information, ideas, and abilities, and instructors utilize distinctive educating and learning methodologies. Science students conduct experiments and practical exercises, while social studies students engage in daily exploration, and English students communicate on computers on a continuous basis. Each subject requires various types of computerized applications. Some new technologies and applications tend to correlate to specific disciplines of skills: for example, ­g raphics-based software is employed in mathematics, and interpretations can be used in demonstrating science and some linguistic abilities. Understanding contrasts in integrating ­technology among branches of knowledge is fundamental in case faculties to effectively and adequately incorporate technology in their training and ­accomplish explicit learning results.

6.2.2 Elements That Influence Faculties Readiness to Integrate Digital Curriculum in Teaching There are basically four factors that influence faculties’ readiness to integrate digital curriculum or ICT in teaching, which are as follows: 1 Conviction Conviction alludes to instructors’ presumption about the utilization of digital curriculum in education. This factor is the most noteworthy of the four factors that the instructors don’t have an issue with. Practically, the vast majority of them accept the incorporation of digital curriculum. The most noteworthy rate is on the assertion that faculties need to have the arrangement of ICT information to instruct and almost 94% imply that the greater part of them understand that digital curriculum is presently a significant angle in instructing that ought to be learned by the new faculties. By utilizing innovations, the educating and learning measure becomes simpler, more compelling, and furthermore reasonable. This study indicates that professors’ enthusiasm isn’t an issue when it comes to the limited use of digital curriculum in the classroom. The teachers have a strong drive to develop their ICT skills because they believe in the value of integrating digital curriculum. However, an institute may have the necessary ICT equipment and programming, it is up to the faculty to make the most of it. It will rely upon the educators’ convictions and experiences, levels of information, disposition toward digital curriculum, instructive applications, expected outcomes, and the educating and learning approach.

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2 Tools The subsequent factor is tools that manage the gear of digital curriculum and include both hardware and software. Despite the fact that it is on the second spot with 67.7%, it actually stays low. The most reduced rate on this factor is on the assertion, ‘planning a material as delicate record is time burning through’. Teachers have several responsibilities, particularly for students who are currently enrolled at that institution. Some of their responsibilities include becoming a classroom instructor, assisting students who will take part in a contest, managing an event for colleges and universities, creating illustration plans, grading the students’ skills, and intermittently converting materials into advanced formats such as PPT, video, or even Word documents. There are many applications for learning concepts, but there aren’t many that are appropriate and suitable for the material. Regardless of whether there is, it is positively not adaptable to work and clearly will set aside effort for students and faculties to adjust and see how to utilize the application. Inadequate training and practical application in terms of ­technological advancement would not help teachers adapt to the use of technology. They will in general utilize the fundamental programming of use. One of the principal hindrances of incorporating the digital curriculum into educating and learning measures is the absence of fitting appropriate software. 3 Experience Experience is by all accounts the devilish issue for the faculties. It is an unchangeable condition of a person. It is by all accounts the factor that makes the integration of digital curriculum in a face-to-face interaction isn’t filling in as how it ought to be. It’s the third spot with 65.3%, which is likewise viewed as low. The preparation on the utilization of digital curriculum in learning under multiple times with 52% implies that the vast majority of the faculties have deficient preparation to prepare them working advances into their teaching. Honestly, the utilization of innovation in the classroom has no preparation from the public authority, truth be told we need to realize how to utilize innovation appropriately during the illustration in class. Concentrates likewise have all around investigated that absence of preparation is a critical issue for the instructor to utilize academic digital curriculum in educating. Essentially, one of the main three boundaries to faculty utilization of digital curriculum in showing students was the absence of preparation. The principal issue with the execution of new digital curriculum in science was the lacking measure of in-administration preparing programs for science instructors. As it is accepted that as the educator has the absence of skill to incorporate digital curriculum, it implies that the country didn’t yet prevail with regards to acknowledging adequate offices to prepare ­instructors with advancements. In the meantime, governments and the stakeholders should screen and guide the execution of digital curriculum in teaching.

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4 Skills The lowest level of ICT reconciliation factor is a skill. It refers to a ­teacher’s capacity to work with, manage, and produce improvements in both programming (software) and hardware (PC, projector, speaker, and so on) in their classroom. From the survey, expertise gets 60.2%, which is the minimal rate from different key indicators. This characteristic becomes the most important key factor affecting the institution’s digital curriculum integration in teaching and learning, and it’s also the one that makes the reconciliation of digital curriculum in class challenging. One of the issues faced by faculties is the use of the innovation to facilitate learning and the lack of skill to operate an e-learning application.

6.3  Features of an Online Course Development Figure 6.1 shows the best practices adopted in online course development, which can be implemented by any online instructor for any class and any course (Mohamed and Hammond, 2018; Zhu et al., 2020).

FIGURE 6.1 

Best practices opted in online course development.

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6.3.1  Online Course Development Although teaching has been completely transformed from offline classroom to online mode due to the COVID-19 pandemic for more than two years, it has been observed that MOOCs have not attained their optimal potential. The main reason may be the delivery pattern of MOOCs. The delivery pattern is not mapped with the mission of MOOCs to transform education globally. The success rate of completion of any MOOC is about 10%. One of the major reasons for the failure of online education is the lack of learners’ engagement. As per a recent survey carried out by Duke University, MOOC students cited that the amount of time allowed is not sufficient to complete their courses. The e-notes, audio/video learning material, and assignments to prepare use up a lot of time and the offered MOOCs conventionally follow the same semester system. From Figure 6.1, it is understood that curriculum design with learning objectives and outcomes will play a vital role in the successful completion of MOOCs. Online courses and online course development have taken the education industry by storm. They provide every learner with an interactive means of engagement to pursue their desired course that is customized to match their aptitude. In this digital era, the advantages of studying online are numerous. However, the thing that really sets online courses apart is their course structure and how learner centric they are. The first basic step in online course development is designing a comprehensive program content. Irrespective of how well-crafted the subject matter is, if the content is not well designed as per each learner’s need, it may lead to overemphasizing some points and understating certain others. The designed curriculum acts like a blueprint for course creation. This will assist the online instructor to understand his learners’ needs. After setting the designed curriculum for a course comes the building of an interactive content in accordance with the course’s blueprint. Previous reviews of that particular course could be analyzed so as to grasp what your learner wants to learn and help you decide on the best presentation mode for each lesson. For instance, millennials prefer highly personalized content with lots of interactive e-books and other kinds of learning material in the form of videos and more. Knowing what appeals to a certain set of learners can help an online instructor go a long way in effectively designing an online course. All this makes every module to have a similar structure. A centralized archiving of the learning content like reference materials, individual and group assignments, etc. needs to be done. For further enhancement of the courses, each should be subdivided into different modules with each being designed on the similar outline as the previous one but with updated content and learning outcomes. Process to ensure centrally managed recording within the learning management system (LMS) while structuring the course and its growth for various learners could be a more successful technique. The course designing plays a significant role in its usefulness and student success. An important technique for engaging learners can

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be the adoption of microlearning, which is quite trending in online learning. It  revolves around a content presentation by employing mediated micro levels so as to expose the students to small learning units on short-term assignments. H. A. Simon’s 1974 research outlined the effectiveness of microlearning based on the formation of chunks of learning experiences that the short-term memory can retain. Such an approach can be subsumed into online course development by adopting different learning modules. Usage of backward planning can make the development of the learning modules more effective, wherein the teachers can go through and examine the entire content that needs to be covered and later identify thematic chunks of information. Such chunks can become units or learning modules, comprising a short-term approach to long-term planning. Within the learning modules, instructors provide tasks, assignments, supplemental resources, and tools to enhance content mastery. An effective procedure for module development is to begin with an overview page that outlines all readings, tasks, and assignments required for the module, and associating the submission deadline. Based on the LMS being used, instructors can hyperlink items in the announcement/dashboard or overview page for the needed directions to the different assignments to ensure a more organized outlook of the course. The next main best practice that is equally important as the above-mentioned points is the course duration. So as to keep learners engaged, it must be set in a manner that course content will be delivered in comprehensible chunks. To increase students’ attention span, design the modules in a way that they are no more than 30 minutes long. The other biggest challenge for the success of any MOOC is the level of engagement and involvement of learners with a course. This challenge can be easily handled by implementing interactive elements or interactivities that can help your learners feel greater. Any kind of new learning is possible if it has hands-on experience modules that will facilitate easier understanding and retention of new information. In the case of MOOC course content development, this can be done if examples are shared referring to real-time scenarios by the concerned online instructor. The main benefit that technology has given us is the flexibility of MOOCs. In e-learning, asynchronous and online tuitions, webinars, and more can be added. These techniques can help learners in updating their skills at any time, at any place, and that too economically. One other best practice is to ascertain learners’ preferences for certain mediums like auditory, kinesthetic, and virtual elements. A better understanding of learners’ learning preferences can enable an online instructor to ensure a good online learning experience for his learners. The most contemporary parameter to implement during online course development is including feedback as it continuously evaluates the knowledge a learner has gained at different stages of the course. It can be done by implementing a surprise quiz series, essay assignments, and more. It will assure the holistic development of the learner. It implies that instructional design is a skill that incorporates the right selection, collection, categorization, sequencing, and ascertainment

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FIGURE 6.2 

Classification of best practices to be implemented.

FIGURE 6.3 

Main practices to be applied while the delivery of course content.

of content and experiences to assist learners to achieve an a­ ll-around learning experience. It is clear from Figure 6.2 that there are main three verticals for implementing best practices in the class. For the delivery of course content, the concerned online instructor must be well aware of the course content to be delivered to class in a particular session. Figure 6.3 shows the main practices which could be applied during classroom (online or offline) teaching.

6.3.2  Types of Assessments The ongoing trend in the success of MOOCs reflects the assessments as one of the most important components in the designing of the course (Luo et al., 2018). Effective designing of a new course can sometimes be a challenging task for an otherwise successful online teacher too. A simple approach can include referring to the various online resources like include textual/audio or video information

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and translating it into own understandable words. However, in addition to it, there is a need of including other interactive/non-interactive activities for engaging the students. A student should demonstrate the content learning throughout the course by getting engaged in various activities. To connect real-world relevance and content knowledge, important relevant exercises can be incorporated by the instructor. Relevant activities can be either from analyzing the case studies to creating problem-based scenarios in which the learner researches the problem and creates solutions or addressing gaps within the real-time problem. Inquirybased learning (IBL) can also be used by a trainer, which needs the learner to investigate questions he has concerning the content. One procedure that instructors can apply to establish IBL is through the implementation of know, want to know, and learned or Know, Want-to-know, and Learned charts or by implementing the 5 Ws (what, why, whom, where, and when) and 1 H (how) technique. Students can use KWL charts to motivate academic study by identifying what they already know and what they wish to learn about a topic. Inquiry begins when students explore areas they are unfamiliar with and develop questions to guide them in this exploration. A final project based on their questions in the KWL chart will guide their learning. However, before a learner starts his final project, he should submit a proposal to the instructor on how he will present the material learned in order to ensure content focus. Final projects can range from, but are not limited to, research, scholarly or applied, extensive discussion-based role playing, and enactment of practice. It is important that instructors reinforce learning with every section and continue to foster interaction, no matter the method of engagement opted by the instructor. Researches show that a learner feels a high level of engagement when he receives continuous updates about the latest and upcoming content. Any attempt to increase social presence creates a simulative environment of a realworld experience for the learner. Depending on the design of the course, weekly or bi-weekly, email updates can also serve the purpose. Sending announcements through the LMS about due dates or highlights of upcoming assignments is another effective procedure. Instructors also can send video recordings of themselves giving brief announcements, which reduces the sense of isolation because it simulates face-to-face instruction. The video communication provides students with the opportunity to learn about their instructor’s mannerisms and increases overall course satisfaction for students. It is important to have precise instructions for expectations of all aspects of learning outcomes within the learning modules. Electronic performance support systems (EPSSs) can also increase a learner’s performance. An example of EPSS within the online learning environment is the use of instruction cards, which offer a summary of steps or a checklist of how to complete a task. Instruction cards reduce mistakes and potential follow-up questions because they provide clear performance expectations and correct common misconceptions. Assignments that require a learner to complete a specific task can include an instruction card to increase student success. Along with instruction cards, rubrics posted with each assignment also foster open communication

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and clear expectations. Students easily can read the assignment narrative and still not comprehend what is expected; rubrics provide the additional clarity. Students are more successful on assignments when they know exactly what will be expected for assignment grading. In the present times, a learner is keener to learn the points from where his/her marks are deducted while evaluating the assignment or answer sheet. According to academic research and excellence in teaching narratives, a reflective practitioner is a successful practitioner. There are several methods that instructors can use to practice reflective strategies in order to improve the learning environment for students. Bloom’s taxonomy (BT) is the main technique adopted by the majority of experienced instructors as one of the evaluation tools. Assignments, quizzes, and question papers must be designed such that the level of understanding of all learners in a virtual class is judged properly. The objectives and skills acquired by a learner to complete a particular course will be set by an instructor during the course designing stage itself (Shukran et al., 2017; Soozandehfar and Adeli, 2016). The objectives and skills are set by using different stages mentioned in BT. In this taxonomy, there are six levels of learning as shown in Figure 6.4. These six levels can be used to define the learning objectives and assessments of any particular course. Level 1 (remembering) is associated with retrieving, recognizing, and recalling relevant knowledge from long-term memory; level 2 (understanding) is associated with constructing meaning from oral, written, and graphic messages through interpreting, exemplifying, classifying, summarizing, inferring, comparing, and explaining. Carrying out or using a procedure for executing or implementing is rated with level 3 (applying) and level 4 (analyzing) deals with breaking material into constituent parts, determining how the parts relate to one another and to an overall structure or purpose through differentiating, organizing, and attributing. Level 5 (evaluating) assesses the ability of making judgments based on criteria and standards through checking and critiquing. The last, level 6 (creating), is the most crucial parameter used for the assessment of capabilities of a learner by putting elements together to form a coherent or functional whole and reorganizing elements into a new pattern or structure through generating, planning, or producing. Bloom’s is a hierarchical taxonomy,

FIGURE 6.4 

Different levels of BT.

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FIGURE 6.5 

Assignment template based on BT (levels 4, 5, and 6).

which implies that learning at the higher levels is dependent on having attained prerequisite knowledge and skills at the lower levels. It is displayed as a pyramid graphic hierarchy to emphasize that foundation of the previous levels is a must for accomplishing the objectives of the next level. Figure 6.5 shows an assignment template based on BT (levels 4, 5, and 6).

6.3.2.1  Tips for Creating Online Assignment It is advisable to have a clear rationale for posting online assignments. Some examples of online assignments are online discussions, online essay submission, case studies, online quizzes, practice exercises, virtual tutorials or labs, online assignments, simulations, etc. Using these strategies, including BT, a teacher might easily integrate online exercises into a course. With the description of the assignment and by explaining how well this assignment will fit with the online assignment decision-making criteria of evaluation, the instructor can consider how impactful it will be for the overall course design. Using the following focusing questions to consider can help an instructor. As mentioned earlier, an instructor should have a clear pedagogical reason for the use of any tools or methods in his course. For example, one of the reasons for putting an assignment online may be that some assignments cannot be submitted on paper. For example, a project team who may be working with a simulation (in two or more parameters) to watch their outcomes when they change one or more parameters. An instructor must always have an out-of-box vision so as to think beyond the limitations of paper-based assignments to create new ways to enhance their students’ learning. Further, research has shown that collaborative projects or assignments help to increase student learning.

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Online assignments which allow for such collaboration are often more ­effective at ­positively affecting student learning than individually done ­assignments. Online assignments can have a multimodal design (i.e., graphics, text, audio, and virtual hands-on activities) and, if designed appropriately, can also help students reach new learning levels or think more about a given concept. One major benefit of online assignments is the possibility of instant feedback on work. Many of the tools used to create such assignments can be configured to provide such feedback. These online assignments also allow for an archive to be created of relevant course information and discussions. This information can be used by students at a later date while studying for a test/exam, or by the instructor to create a frequently asked questions page or to measure students’ understanding of key concepts. It is observed that evaluation of learners can be done by implementing BT level in the assignments, quizzes, and question banks. The attainment level can the mapped with the course objectives. Table 6.1 lists the different verbs used while designing the assignments, quizzes, and question banks. The ‘verb table’ listed as Table 6.1 is used to identify which action verbs align with each level in BT. These verbs are associated with multiple BT levels. These ‘multilevel verbs’ are actions that could apply to different activities. For example, you could have an objective that states ‘At the end of this lesson, students will be able to explain the difference between an electric motor and a generator’. This would be an understanding-level objective. However, if we wanted a learner to be able to ‘explain the phasor diagram of a transformer at resistive, inductive, and capacitive load’, this would be an analyzing-level verb. Similarly, for evaluating lab work, rubrics should be predefined along with the course designing stage (Shukran et al., 2017; Soozandehfar and Adeli, 2016). These rubrics must be shared with learners at the start of the course so that they TABLE 6.1  Verb Table

Remember

Understand

Apply

Analyze

Evaluate

Create

Draw Cite Describe Enumerate Index Outline Indicate Label Read Recall Tabulate Write

Associate Add Articulate Characterize Classify Detail Compare Compute Distinguish Elaborate Infer Interpolate

Alphabetize Acquire Allocate Apply Assign Classify Attain Avoid Construct Customize Exercise Expose

Breadboard Analyze Blueprint Break down Classify Diagram Compare Confirm Dissect Distinguish Illustrate Interrupt

Conclude Appraise Compare Contrast Criticize Explain Critique Defend Interpret Judge Summarize Test

Assemble Abstract Arrange Budget Code Create Combine Compile Depict Design Generate Import

130  Massive Open Online Courses (MOOCs): Importance TABLE 6.2  Template of a Rubrics Table

Phase

Task

Project title

Problem selection Group formation Work distribution Review and comparative analysis Analysis software/hardware used optimal solution Real-time application/project exhibition/ competition publications Oral presentation Technical contents Presentation material

Literature survey Review and comparative analysis Validation Presentation

must be aware of the parameters of evaluation for their work. Table 6.2 lists the template of a rubrics table. The biggest difference between course- and lesson-level objectives is that the instructor does not directly assess course-level objectives. Course-level objectives are just too broad. Instead, several lesson-level objectives are used to demonstrate mastery of one course-level objective. To create good course-level objectives, the instructor must need to ask himself, ‘What do I want the students to have mastery of at the end of the course?’ Then, after finalizing the course-level objectives, lesson-level objectives can be planned and drafted. It means that courselevel objectives (3–5 in numbers) are wide and broad. It is difficult to measure these course objectives directly because they overarch the topics of entire course. Whereas lesson-level objectives are the ones used to demonstrate that a student has mastery of the course-level objectives. The lesson-level objectives are drafted in alignment with the course-level objectives. In order to demonstrate mastery of one course-level objective, for instance, a learner might need to demonstrate mastery of eight lesson-level objectives.

6.4  Evaluating Massive Open Online Courses: Challenges MOOCs are courses with an open enrollment policy. These classes are normally offered for free, are available to the public, and are not for credit. Over a hundred well-known colleges are now offering MOOCs, with registration varying from several dozens with over 180,000. MOOCs are beneficial because they allow students to study at their own pace, according to their knowledge and ability. MOOCs, however, are difficult to evaluate in terms of performance and effectiveness due to their nature. The lack of specified criteria and low retention and completion are two of the issues in evaluating MOOCs that will be discussed in this section.

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6.4.1  No Known Evaluation Criterion MOOCs are a new phenomenon without any set assessment criteria. These courses are quite diverse and do not follow a uniform, widely acknowledged structure or framework. In general, MOOCs do not have a set of learning objectives that all participants must meet. Everyone has the option of setting their own goals and targets, or none at all. These courses are challenging to evaluate due to a lack of standardized assessment criteria and a wide range of learning objectives. Traditional instructional assessment approaches, which are based on classroom instruction, are difficult to apply to MOOCs.

6.4.2  Completion Rates Are Low Millions of people sign up for MOOCs, though only a significant fraction complete them. According to recent research, just 7–10% of those who enroll in a course really complete it. Completion rates are not a reliable metric of MOOC success. The variety of participant learning experiences is not taken into consideration in these rates. Some students get the information they need from a certain subject, but they don’t finish the course. Others learn in a passive manner or merely participate in conversations, but they often do not earn a degree.

6.4.3  Instructor Engagement Varies A further difficulty in evaluating MOOCs is that the lecturer’s role fluctuates. The professor is the coordinator in certain courses, while the instructor is the primary specialist in others. The enormous number of respondents also makes forming an instructor–student interaction difficult. Students’ individual attention is impractical in MOOCs due to the huge number of pupils. As a result, students may feel detached and uninterested in the course. The instructor’s function, combined with the wide range of student experiences, makes assessing teaching efficacy especially tough.

6.4.4 Accessibility One of the advantages of MOOCs is that they are accessible to anyone who has access to the Internet. This, however, also highlights the problem of accessibility. Because certain MOOCs, extensively rely on video content, accessibility must be considered. Everyone should be able to access videos, presentations, audio courses, social media debates, and so on. To guarantee that all students can engage with the topic, videos should have captioning. Accessibility and students’ varying information reading ability can make assessing MOOCs difficult. It will be impossible to evaluate learning if participants are unable to access, understand, or engage with course information.

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6.5  Learning Analytics in MOOC Learning analytics (LA) is a technique for improving teaching and learning by analyzing data patterns about learners and their circumstances. It serves a variety of learners, instructors, network operators, decision-makers, and authorities in the educational environment. It aids in the improvement of students’ academic advancement. Users can get help from LA in two ways: visualization and recommendation. Visualization encourages uniqueness in learners, while it assists teachers in interpretation of data for decision-making. Adaptive systems or automated recommender systems offer information on learning materials that would be more helpful. LA is growing drastically in traction in MOOCs, though still in its early stages. Few MOOC platforms offer LA assistance, and those that do place a strong emphasis on the educator or framework developer; however, the learner benefits are limited. Hence the need to generate useful insights from education data – characteristics to be investigated, ways to visualize data, and the impact of analysis on the teaching and the learning experience. The major goal of LA would be to provide meaningful intelligence in the learning experience and similar activities in order to aid in enhancing the learning performance and educational atmosphere. LA aids in the evaluation of educational excellence, the prediction of future performance, the detection of possible issues, and the improvement of student success. LA characteristics benefit both the learner and the educator. It presents data in a variety of formats, such as charts, paragraphs, graphs, and dashboards, to help learners visualize self-reflection. LA helps instructors plan ahead by giving them a sense of what’s going on in the classroom, providing insight into learning principles, and supporting them in identifying problems.

6.5.1  Features of a MOOC for Learning Analytics LA in MOOCs monitors a learner’s activities while they are enrolled in a course. Students are monitored throughout the learning process, from registration to participation in classroom activity (such as watching videos and participating in group) to evaluation. Students are able to access monitoring data for a particular course along with all registered programs, such as progress, achievement, degree completion status, and course statistics. Learners are occasionally given supplementary information that keeps them up to date on the course’s most important actions. Learners are given statistics regarding their classmates who are enrolled in almost the same program. A learner can observe current program enrollment as well as a team of individuals who are enrolled in the course. Likewise, feedback from other students is aggregated, enabling students to evaluate and compare their progress and performance with that of other students in the same course. The latest actions in the program for a certain timeframe, such as the previous ten

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days until the present, students or teams engaged in the course, popular postings or contributions, and low or lowest scorers in the class with their marks are some of the items reported to the student. Highlighting such experiences may also aid in learning by raising motivation, which leads to engagement. Characteristics and attributes are provided in various graphical methods for each category. Some platforms utilize plain text to display the learner’s cumulative scores in a program, while others use a bar chart. Typically, course completion and completion status are presented using a variety of forms, such as a bar chart, ring line graph, toolbar with fraction done, and color variation for identifying finished materials.

6.6  Implications of MOOC Paradigm in Assessments MOOCs are gaining traction as a way to reach out to students and educate them in ways that were previously unattainable. Professors are increasingly relying on or establishing platforms to transmit information to their students, regardless of where they are. MOOCs constitute a paradigm shift, which has an impact on assessment methods. In MOOC contexts, new sorts of cognitive activities appear to be better suited for evaluation, and the classic assessment learning process should be redesigned. Assessment activities should be reformulated because educators rarely oversee students for each of the assessments in large classrooms. This entails rewriting assessment tasks, which has both technical and instructional implications. Technical ramifications include the development of machine learning algorithms, specific tools, and the interaction between LA systems. Despite the fact that some evaluation tasks are automated, teachers need to invest significant time in the design phase (e.g., arranging peer review activities or specifying cues during the learning process) and the implementation phase (e.g., interpreting high-level information provided by LA modules).

6.6.1  Concerns, Challenges, and Perspectives The concerns, challenges, issues, opportunities, and paradigm shift that the incorporation of MOOCs in the evaluation process entails are discussed in this section. The following are some of the changes: students can either define their own learning goals and achievements or cooperate with others. Students can set their own goals and learn outcomes, or they can collaborate with others. Decentralized-based teaching ideology, transition of access to basic education as facilitator, increase of active learner participation, more self-sufficient learning environments, students selecting their own goals and learning outcomes to achieve, or students engaging with others are some such changes. Some, but not all, of these modifications have an impact on assessments. For starters, conventional summative evaluation techniques such as teachers inspecting, assessing, and correcting student assignments are no longer feasible. Professors find it difficult to correct and analyze all of their students’ assignments

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because of the enormous number of students enrolling in a MOOC. MOOCs can require hundreds or thousands of students to be corrected, whereas a teacher in a traditional course should correct about 30 students. However, in typical classroom sessions, professors can regularly provide feedback, ideas, and support to pupils. This evaluation and suggestion can be focused on the inspection of particular classroom assessment tasks, such as coursework, or even on the inspection of the process and outcomes of a group of exercises. Because all of these tasks would take a long time to complete, this evaluation and recommendation based on the teacher’s skill become more critical as the number of students in a MOOC grows. As a result of the massiveness effect, which prevents teachers from performing all of their prior traditional jobs, new sorts of assessment activities will emerge, as will be discussed in the next section regarding remedies. In summary, the following obstacles, issues, and possibilities that MOOCs present for assessments are as follows: 1 It is not possible to have teachers correct assignment assessment activities. 2 It is not possible for teachers to provide continuous tailored comments and recommendations to each student. 3 The authorship process has become more difficult as a result of new evaluation activities. 4 Social interaction-based assessment activities. 5 More possibilities for gamification features in assessment tasks. 6 Because of the capacity of big data, more exact evaluations of instructional materials, student behavior, and so on. 7 Methods for pupils to create their own learning objectives and goals.

6.6.2  Assessments in MOOCs: A List of Solutions and Improvements We’ve established a strategy to address the problems highlighted in the previous list as well as respond to the numerous opportunities raised. A set of solutions and enhancements for evaluation in MOOCs have been identified as compared to traditional online courses. Techniques for summative assessment that need minimum instructor intervention should be developed. Traditional fill-in-the-blank exercises include activities such as fill-in-the-blank, multiple choice, multiple answer, and ordered elements. In many cases, however, more advanced tasks are required. Advanced recommender systems and more persuasive feedback methods for formative evaluation should also be made available. Formative assessment should provide students with automatic support or aid through the use of comments, hints, and other resources. In this case, developing and creating exercises will be more difficult. Furthermore, intelligent systems should monitor and adapt to the actions of students. This eliminates the need for a teacher to interact with each and every student; instead, an expert system can make the necessary decisions to support students and encourage them to participate in activities. However, there should be more sophisticated activities in many circumstances.

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Evaluation tasks could be gamified to enable large leaderboards or competitiveness between learners who are online at the same time. Modern authoring methods and approaches must be authorized to make it easier for teachers and curriculum designers to create resources. LAs’ capability can be used to draw important and meaningful inferences about the learning experience. For example, an effective assessment of learning resources or the recognition of learners who need to be disciplined can be done. Teachers and students can be given relevant images to help and support in understanding the learning process rather than having to look at poor exercises.

6.6.3 Recommendations for the Evolution of MOOC Systems in Terms of Functionality MOOC platforms are now in the early stages of becoming what they should be in order to provide complete MOOC assessment capacity. New enhancements are required to give an optimum solution for MOOC assessment, and these platforms must evolve in the many sections and functions where they currently lack. Although some platforms have already taken some initial steps in these directions, all platforms may significantly improve automatic exercise correction using artificial intelligence approaches, evaluation activity modification, or gamification components. Many of the evaluation aspects that MOOCs require have previously been incorporated in other systems, such as capabilities for automatic exercise correction using artificial intelligence algorithms, interactive activities, and learning process modification. This addition could be thought of as an interaction and collaboration of resources or as the latest advancements based on past platform advances. Because each MOOC platform focuses on a particular topic, various evaluation features are present. These MOOC frameworks can expand to encompass all of the varied features according to their goals, preferring the technology that is closest to their goals. Teachers’ design and production of assessment techniques are becoming more challenging due to the increased complexity of evaluations in MOOCs. New features, such as tips, customized workouts, interactive features, and interactivity places, can be included in the assessment techniques. Most of these factors indicate that the designing and development processes will require more effort. Instructors can quickly construct common activities like fill-in-the-blank or multiple-choice questions. Teachers, on the other hand, have difficulty defining more complicated components, like those mentioned above.

6.6.4  MOOC Assessments Using Learning Analytics Students are typically graded on how well they engage with one another while completing tests. Furthermore, each system provides distinct types of examinations and, in most cases, various techniques. Educators must keep track of their learners’ activities in order to assess their performance by identifying

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concerns. Learners should also be conscious of their progress in order to develop ­self-awareness. To meet these needs, e-learning must include appropriate visualizations and other information. Moreover, the enormous nature of MOOCs makes meeting these demands even more critical, as professors cannot devote quite so much attention toward each individual. Nevertheless, taking into account the existing MOOC platforms, we may encounter a variety of difficulties. The first is due to the differences in the forms of testing and techniques accessible in each platform, resulting in significant data sources that may be deduced. As a result, the LA data that may be offered should be tailored to each system’s capabilities. Furthermore, even if two technologies have similar evaluation characteristics, the database design and execution used to collect student activities are typically different. As a result, the information available can vary widely, making it even harder to build learning algorithms.

7 MASSIVE OPEN ONLINE COURSES (MOOC) Design and Development

7.1  MOOC Design Models Regardless of the increasing number of educators who have begun to foster ­massive open online courses (MOOCs), the plan of a MOOC isn’t straightforward. Educators – designers of the MOOCs – ought to be comfortable with academic methodologies in addition to strategic, technological, and monetary issues.

7.1.1  Key Design Principles of MOOC 1 Independence of the student As far as students pick what content or abilities they wish to master, learning is close to home, and in this way, there is no proper educational plan in spite of the fact that whoever puts together the MOOC will typically pick a fundamental topic and welcome members. 2 Variety There were some distinctions in terms of the tools used, scope of subjects and the levels of understanding, and the content. 3 Intuitiveness In terms of repeatable learning, users’ interaction brings about new information. 4 Openness In terms of accessibility, content, exercises, and evaluation. 5 Utilization of web-based media Partly in light of the fact that most MOOCs are not institutionally based or upheld, they don’t at present utilize a common platform. However, all the contents are upheld by a scope of ‘associated’ technology and media. DOI: 10.4324/9781003307730-7

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These might incorporate a basic online enrollment framework, and the utilization of web conferencing instruments like Blackboard Collaborate or Adobe Connect, transferred video or sound documents, web journals, wikis, ‘open’ learning the executive frameworks like Moodle or Canvas, Twitter, LinkedIn, or Facebook, all empowering members to share their commitments. Without a doubt, as new applications and online media devices are created, they also are probably going to be joined into MOOCs. This load of devices is associated through electronic hashtags or other online connecting systems, empowering members to recognize web-based media commitments from different members. In this way, the utilization of inexactly connected/associated online media is a key plan practice in MOOCs. 6 Student-driven content On a fundamental level, other than a typical point that might be chosen by somebody needing to coordinate a MOOC, content is settled on and contributed by the actual members. By and by, however, MOOC coordinators are probably going to welcome potential members who have skill or are realized as of now to have a very much expressed way to deal with a point to create commitments around which members can talk about and banter. Different members pick their own particular manners to contribute or impart, the most widely recognized being through blog entries, tweets, or remarks on other members’ blog entries. The key plan practice with respect to content is that all members add to and share content.

7.2  Design of MOOC Based on the educational framework configuration models and discoveries of different investigations, an endeavor has been made to design MOOCs with the features discussed as follows: 1 Course outcomes The following course outcomes should be targeted in MOOC design, keeping in mind the capacities needed to embrace research and the stages during the time spent for evaluation. Toward the finish of the course, the students will actually want to a Choose a research topic and define it. b Examine similar writing. c Choose the best method for conducting research. d Gather information. e Analyze data and interpret outcomes. f Prepare a research report. g Examine the findings of the study. 2 Self-learning modules Self-learning modules were produced in order to improve and update existing self-learning modules. Every module has been carefully designed to

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have the key traits of natural informing, independence, s­elf-coordination, self-motivation, and self-assessment. Learning outcomes are stated at the beginning of each lesson to pique students’ interest. All modules are built from the ground up with input, practice, and critique. Each module displays data in small chunks. By incorporating models from specialized education, the content offered has been made logically relevant. Practice tasks have been added to provide practice and ensure topic understanding, as well as to instill confidence in students. Because self-learning modules required the presentation of knowledge in small chunks of data, the incorporation of models from specialized education, and practice sessions for formative evaluation, the modules were expected to take time and effort to create. To avoid any copyright issues, draft modules have also been examined for counterfeiting. 3 Pretest/posttest Pre- and posttests have been scheduled for each module. Pretest and posttest consist of diverse decisions, genuine fictitious information, and coordination with all things. The number of items required for different modules varies from instance to case. The examination modules have been changed to include a pretest and a posttest. Students will wish to keep track of their own progress throughout the course. 4 Video lectures Teacher lectures have been recorded for each module to provide the impression of a teacher. The number of recordings per module varies from one to four, and the duration of the recordings varies from 5 to 20 minutes. For the teachers, recording videos for 5–20 minutes was a major task. A typical meeting lasts one and a half hours when playing a lecture on research methodology to master’s in engineering students or organizing current courses for instructors. Each module’s major learning outcomes have been arranged through video addresses. The different components of the points presented are outlined in video addresses. 5 Web links Extra web connections and assets have been included for each module to meet the students’ need for more in-depth learning. Sites, books, course materials, and video recordings are all examples of web linkages. 6 Discussion forum Discussion has been included to encourage conversation between the educator and the students, as well as among the students. Students will be encouraged to contribute more to the conversation by asking questions. 7 Assignments For the purposes of review, each student will submit two assignments. 8 Exploration project Each student will be required to do a small investigative study in a specific training framework and submit a report within a month of the course’s completion. After the next module, the examination will commence.

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9 Assessment by peers A section on peer review has been included. Tasks linked with the audit of related literature, measuring tools, and data investigation will be evaluated by peers. The main reason for its existence is that while students will critique each other’s work, they will also be able to learn from others and reflect on their own work. 10 Cooperation with instructor Aside from encouraging discussions, the teacher will collaborate with students three to multiple times through Google Hangouts to familiarize them with the course requirements, answer their queries, and provide direction. Students will have access to a variety of communication channels, including email, lectures, and messages. 11 Involvement of experts Specialists with experience doing research in a specialized schooling framework will be tasked with guiding students through their test studies and evaluating the research report. Experts will also be involved in the discussion.

7.3  Development of MOOCs An online instructor must be aware of the main objectives of delivery of a particular course content through MOOCs. Figure 7.1 shows the flowchart tracing the development of a MOOC. It is clear from Figure 7.1 that the MOOCs may be in the form of microcredentials, during which the skill sets of a learner are improved and certification is provided upon completion of these microcredential MOOCs. The study has identified the challenges encountered in the development of MOOCs as discussed below.

FIGURE 7.1 

Flowchart mentioning the development of a MOOC.

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7.3.1  Teacher’s Readiness to Face the Camera The sudden closure of educational institutions due to the COVID-19 pandemic indicated to teachers a big difference between traditional methods of teaching and online methods. Although online teaching was used as a supplement to traditional teaching methods, it was utilized as an experimental form of teaching for many educators (Nilson and Goodson, 2017). Teachers who have been accustomed to teaching students within physical face-to-face situations now have to teach in front of a camera using interactive video conferencing software. Understanding the importance of turning the camera on facilitates the process of overcoming associated deterring factors. Educators and students both benefit from turning their videos on as it allows verbal and nonverbal communication to occur, which aids effective learning processes (Somani, 2020). Educators gain student feedback during sessions, by observing nonverbal cues through body language, for example, nodding, smiling, frowning, or even boredom or confusion. Through this, educators can evaluate their teaching pedagogies and adjust them if required to improve learner experiences. According to research, the effectiveness of an instructor can be gauged from the amount of nonverbal responsiveness that is illustrated (Mottet, 2000). Simultaneously, it has been demonstrated that learners benefit from observing their peers and the educators during collaborative learning. The combination of video and audio stimulation aids in strengthening relationships between learners and educators and promotes engagement to heighten educational experiences through utilizing both verbal and nonverbal communication skills. This contributes toward having an effective and positive learning experience. Therefore, technological support is required to ensure MOOCs which includes appropriate hardware like an Internet-connected device with an integrated or portable camera and supporting software. There is a higher educator satisfaction rate when they can observe responsiveness through videos that are turned on and they are more inclined to want to teach in remote settings. In contrast, when the videos of students are switched off, educators experience a feeling that they are talking to themselves or speaking into a void. This can impinge upon the psychological aspects of educator teaching, as this negative experience may result in poor teaching. In turn, this would demotivate students and weaken student–educator engagement, ultimately leading to poor results and outcomes (Castelli and Sarvary, 2021). By turning the camera on, teachers have reported warmer, more comfortable student–educator relationships, improving interpersonal relationships (Mottet, 2000). It has been proven to aid the process of building trust and cultivating a better rapport with learners.

7.3.2  Digital Pedagogy As previous research has indicated, learners perform better in courses with physical face-to-face interaction compared to virtual online courses (Somani, 2020). Therefore, it has been important for educators and instructors to replicate

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traditional learning pedagogies. The expectation of MOOCs was to expand social networks as the courses are open to global learners; however, within courses, there is usually limited time for peer-to-peer interaction. When this is administered, research has found that there is interaction from a small percentage of learners whose contribution and involvement are greater (Tawfik et al., 2017). Online teaching and learning pedagogies are similar to traditional education (Anderson, 2011). However, they involve diverse tools, resources, organizational arrangements, pedagogical approaches, monitoring, support, integration, and substitution (Rapanta et al., 2020). Boundaries are uncertain between the human and digital experience and materials (Fawns, 2019). Therefore, instructional design and organization are key components in digital pedagogies and a conducive learning environment (Anderson et al., 2001). Digital pedagogies need to involve instructional and learning designs that are implemented through suggested stages that educators can follow to plan their sessions, execute, and evaluate their processes. This process requires teachers to make decisions and solve problems (Tennyson and Breuer, 2010). Strategies need to be devised to ensure lesson plans are developed and followed, instructional content is available and uploaded, and simultaneously the overall agreed design processes are followed. There is a requirement for designs (Bates, 2019) that contain a b c d e

Clear learning objectives. Carefully structured content. Controlled workload relating to both teachers and students. Integration of media content. Student activities that are relevant to each module and session.

Educators need to devise conducive learning environments allowing learners to acquire knowledge and understand objectives. A variety of pedagogies can be implemented to facilitate learning and enhance student experiences; these can include intelligent pedagogy which utilizes technology, for example, learning analytics. This can help teachers to design their curriculums and illustrate the creative uses of technology like the virtual and augmented reality applications in teaching and learning (Rapanta et al., 2020). Collaboration can aid the pedagogical process; this is referred to as distributed pedagogy. It allows the involvement of stakeholders, institutions, and services providing learners exposure to a variety of perspectives from competing providers, creating a platform for future development and diverse learning. Students can be encouraged to actively participate within learning sessions through engaging pedagogies. They support learners to facilitate portfolio development that is relevant for them both inside and outside the qualifications they will be gaining through the MOOC. Agile pedagogy allows the student experience to be flexible with a customized curriculum. Learners can

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obtain a personalized learning pathway and seek the support they require to progress. Simultaneously, the learner acquires recognition of formal and nonformal learning achievements. This broadens participation and aids students to fast-track programs if necessary. The educational institution is responsive to student needs and provides adequate support. Situated pedagogy incorporates the notion of contextualization of learning. It reiterates the requirement of a curriculum that is significant to the real world. It provides learners with an opportunity to experience problem-based learning. Through this pedagogy, the learners’ personal and professional goals become the bases of contextual learning and assessments.

7.3.3  Transcription Preparation Educators assume dual roles as they design digital pedagogies with appropriate learning resources and cultivate environments facilitating student learning. During the lesson they are required to shift between instructional roles, assuming the roles of a facilitator, educator, and orchestrator (Anderson et al., 2001). This shift can be challenging to incorporate when preparing transcriptions. Organization and design learning can also be challenging as they are required throughout the course duration and must be illustrated through the course design. Most MOOCs have been designed by instructional designers and delivered by teachers. Therefore, it is the prerogative of the teacher to ensure that there are no conflicts in terminology, and they understand the content transcription prior to educating students on the course. However, during the COVID-19 pandemic, teachers are now not only educators but also course designers, and many have little experience in this. Individuals utilizing MOOCs are generally from diverse backgrounds with international participation. Thus, the content presented within the course needs to be easy for learners to navigate and follow taking into consideration geographical location, multicultural, multilingual, and multiethnic dimensions, simultaneous participation of individuals of diverse age ranges, economic statuses, past training, and experience (Reich and Ruipérez-Valiente, The MOOC pivot, 2019). Transcriptions with clear and concise language allow students to follow instructions and receive correct messages. Studies have indicated that learners who partake in MOOCs have an improved language comprehensibility compared to traditional face-to-face courses (Rubio, 2015). The development of MOOCs involves teams to aid in the development and implementation of an online course; this requires a shared design approach and good coordination between multiple professionals and educators. It must be operationalized in models and systems, utilizing multiple design principles. Therefore, there is a difference in terminology and language used, which can impinge upon instruction imparted to students. Hence, a focus is required on the student activity, contexts, and their responses.

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7.3.4  Screen Behavior From the outset of an MOOC, screen etiquette must be disclosed, as it is imperative for learners to stay muted while the educator is imparting knowledge. This allows every participant to hear clearly what is being instructed. However, the methods of communication including the chat function and hand raising can be utilized to ask questions and engage in conversation. Besides the general screen behaviors, there are three elements that will aid learners to interact with each other and educators, namely openness, course content recontextualization, and transactional exchanges. Openness can be referred to as the behavior of cooccurrence of social presence and teaching presence. The components of a good educational experience require a conducive learning environment, cultivating open communication. The requirement for the presence of an educator on screen is important for effective screen behavior. Educators provide instruction and assistance; however, the diversity of individuals to engage in peer-to-peer interaction can provide support to each other. They can share experiences and demonstrate their knowledge within a more relaxed format. Recontextualization of course content refers to the indicators that are under direct instruction. It captures different approaches that are used to respond to questions being asked. This can include shared material or links while simultaneously utilizing personal knowledge, experience, and content. Through identification of the approaches, other learners can actively engage in and support the learning process. Through the utilization of forums, learners can engage in discussions and find answers to queries that they might have. Transactional exchange behavior refers to the interaction between learners to obtain answers to their questions by exchanging ideas and engagement, cultivating interest, and interaction.

7.3.5 Psychology The COVID-19 pandemic has heightened preexisting mental health conditions like anxiety and depression among students (Somani and Saraswathy, 2021). Social distancing and lockdown regulations are perceived to be the dominant cause of psychological problems during pandemics (Leung, Ball, Sirl, and Britton, 2018). As students have limited interaction with other members of society, they have been experiencing loneliness and isolation. Although MOOCs have facilitated the development of critical thinking skills through which learners navigate around hardware and software, they require self-motivation and financial resources to continue education. The uncertainties induced by the pandemic have heightened psychological impacts in students, including their examination stress, pressure of achieving good results, and the forceful desire to succeed (ACHA, 2019). Anxiety and depression have increased among students and the mandate to keep videos on during MOOCs can heighten this trauma (Castelli and Sarvary, 2021). Students from lower socioeconomic backgrounds have been greatly impacted, and naturally feel wary to show living conditions on camera

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(Reich et al., 2020). Thus, it is not necessary for participating students to be compelled to keep their cameras turned on; they can communicate with the educator using the ‘chat’ function, partaking in polling surveys, shared documents through e-learning materials provided; they can ‘hand raise’ to ask questions and use emoji functions to express their feelings. For smaller group discussions, educators can create breakout rooms, ensuring all learners have an opportunity to engage in peer-to-peer interaction. There are various methods of communication through the interactive platforms used in MOOC. Through participation, learners have been able to develop a sense of identity within the course and engage in conversation building new and strengthening existing relationships. The use of video conferencing has been demonstrated to aid with feelings of loneliness. Learner achievement and course completion are reliant upon overcoming these challenges; however, there is also a requirement for self-motivation to attain their end goal (Somani, 2021). Learners who have not completed a MOOC are frequently linked to dropout and readmission (Blum, Stenfors, and Palmgren, 2020). The learner needs to be engaged in the course content and cultivate interest. The learner’s behavior and relationship with retention and achievement have also been proven to impact on course completion rates. Simultaneously, the MOOC design and how the learner perceives the course also have important implications (Foley et al., 2019). However, there is little research pertaining to learner experiences and the outcome (Liyanagunawardena et al., 2013). Challenges need to be overcome to ensure efficient course planning, imparting appropriate education to students, with the creation of suitable e-content that is engaging. Good time management skills and course content management are required to ensure that content deadlines are met. This will ensure that students receive their course content material on time demonstrating academic integrity. Building trust is vital between educational institutions, educators, and students, and meeting deadlines strengthens this, ensuring efficient delivery patterns. The dominant elements of learning activity found within the study carried out by Rapanata et al. (2020) included the context such as learner goals; the resources and tools utilized which include communication channels between educators and learners, or between learners themselves; concrete tasks, for example, encouragement of peer collaboration; and finally, the relationship between the three components including interactive tools, tasks, and mediation of the utilization of resources. The teacher is continuously required to ensure learning flexibility and analyze tasks, contexts, and tools to make certain that the design, delivery, and learning evaluation are conducted appropriately to keep improving the MOOCs.

7.3.6 Technology MOOCs utilize software that is specifically designed, permitting the registration of numerous participants globally. Hence, the provision for digital materials

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on a large platform allows streaming on demand and an added requirement for ­learners to track their performance. Simultaneously, the educational institutions can conduct data collection and analysis. The accessibility to appropriate hardware and software is important for learners using MOOCs, including the ability to watch video lectures. Thus, there is a requirement for video lectures to be accessible on demand and easily downloadable. The frequency is usually once a week over a 10–13-week period, with the duration of each class lying between 15 and 90 minutes. The utilization of different video production methods ensures lectures are recorded properly with good audio production; they are then stored and streamed when required. To demonstrate knowledge, students complete their assessments online that are then marked by the computer providing instant feedback. Through this method, students are attaining course completion certificates. Most MOOC tests comprise multiple-choice questions (MCQs) which allow students to answer questions, or short answer-type questions for which the coding in the computer software marks the assessment. It then provides a percentage indicating to the learner if they have passed the module. Some MOOCs have utilized breakout rooms for small peer group assessments, allowing the demonstration of knowledge through open-ended or evaluative questions. However, challenges are also incurred in this method of assessing students. Due to the different levels of course involvement, diverse experience and expertise are possessed by learners in the group. Access to reprints of slides, audio files, research, and resources is made easier with the usage of digital learning materials. Social media is also utilized to promote MOOCs and register learners into courses; they also provide a platform for discussions and live streaming.

7.4  Deployment of MOOCs The chain of MOOC deployment is shown in Figures 7.2–7.4 based on the production of MOOCs. These presentations help participants comprehend the extent of the preliminary training, as well as the organization and management of tasks. The creation of MOOCs begins with a planning stage in which the domain area must be understood, the target audience must be identified, the development tools must be determined, and the project parameters must be calculated. A plan project should be produced at the end of this stage. Then comes the planning step, which includes things like developing the course, preparing the materials, finding trainers, resolving copyright issues, creating video materials, and so on. The production schedule reflects all of this. The penultimate step of ­development comes after generating scenarios for classes, videos, examinations, and i­nterviews  – the management stage. This stage entails marketing, developing  the course, and approval. The course’s launch is the final stage of development.

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FIGURE 7.2 

Preproduction process of a MOOC.

FIGURE 7.3 

Production process of a MOOC.

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FIGURE 7.4 

Postproduction process of a MOOC.

It is vital to a

Establish the restricted, expected outcomes for students during the period of preparatory MOOC development. b Develop a plan for evaluating students, ensuring that they have mastered the content in relation to the learning objectives. c Create a series of assignments and activities to assist the pupil’s efforts to achieve the educational targets. d Access to material that supports instructional strategies; behavior paradigm for learners. e Course period; the course progresses from a basic understanding to enhanced deployment, interaction, and evaluation.

7.5  Faculties’ Experience in MOOC Designing and Its Challenges To comprehend the teacher’s involvement in planning a MOOC, it is vital to know their reasoning for offering such worthwhile study programs as open online courses. As well as needing to expand access of one’s substance and assets to the world local area, there are numerous different reasons why MOOCs are offered, including the following reasons: a

Democratizing instruction, i.e., MOOCs are a way to give quality instruction to any individual who looks for such learning openings.

Massive Open Online Courses (MOOC): Design and Development  149

b c d e f

Promoting an organization’s image. Attracting new students to join up with an establishment. The potential for working together with different establishments. The potential for innovative work in online education. Transforming conventional educating and learning approaches.

The endeavor to interrelate the fundamental issues with respect to the plan and design of these courses is as follows: a

Plan of action A few creators refer to MOOCs as another plan of action for advanced education organizations. Despite the fact that the courses are absolved from expenses for enrollment and admittance to content, establishments might charge expenses for giving authentications. The plan of action of the MOOCs is identified by innovation organizations, like Google and RedHat Linux, which offer an essential support to clients, then, at that point offer additional items to be paid for. In the case of MOOCs, the charge for the testament would be the corresponding assistance. Despite the sheer number of students, a focused effort could result in a strategic framework. The MOOCs can likewise fill in as a promoting component to the significant organizations of advanced education, primarily for establishments of incredible standing and eminence like the ones referenced above. b Exceptionally low finishing pace of the courses A worry frequently brought up in the overviews directed on the MOOCs identifies with the way that though a huge number of students enroll, only a small proportion of them finish the courses. The group of people who acquire the certification or are endorsed to the course is determined by the successful completion rate. MOOC completion rates can compare to those of face-to-face courses or even traditional distance learning courses because MOOC students do not pay course fees and do not receive course credits; hence, motivation to complete the course is often fundamental in the design of the actual course. c Certification Most MOOCs are transformations of subjects presented at the levels of advanced education organizations throughout the world. In this way, they don’t design a full degree course and their accreditation could produce a few inquiries, for example, in case being liberated from cost, they would have a similar worth as a paid up-close-and-personal course. Besides, it is critical to break down how potential businesses evaluate such endorsements. d Pedagogical model The most acknowledged arrangement for the methodology or educational model is the one that partitions the MOOCs into two classes: cMOOCs and xMOOCs. In this unique situation, the cMOOCs comprise

150  Massive Open Online Courses (MOOC): Design and Development

the original – starting in 2008 – with an attention on making and creating information through association among the faculties. In this approach, faculties are encouraged to come up with a range of innovations and examine how well they work, which emphasizes intensive collaboration among members. Conversation, discussion, and evaluation are all robotized in this model, rendering monitoring and coaching less efficient.

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INDEX

Note: Bold page numbers refer to tables and italic page numbers refer to figures. accessibility 56, 131; to hardware and software 146; of learning 60; of resources 20 accumulative assessment 98 active learning 14–15 Active Textbook 66 adaptable mode programs 41 adaptive systems 132 Adobe Digital Editions 66 advanced recommender systems 134 advanced storytelling 51 ‘The Age of Knowledge’ 41 agile pedagogy 142 Aldiko 66 analogy 44 animated explainer-based videos 89–90 antiquated education systems 60 anxiety 144 artificial intelligence (AI) in learning 27 assess blended learning 107–109 assessment methods for students 98 assessment system 103; MOOC paradigm in 133–136; types of 125–130 assimilating learners 10 asynchronous models of blended learning 82; benefits of 82–83; challenges of 83–84 attention/concentration, learning component 4–5 attitudes 2, 4, 24, 43, 97, 100, 119 Attribution (CC BY) 92 Attribution-NoDerivatives (CC BY ND) 93

Attribution-NonCommercial (CC BY NC) 92 Attribution-NonCommercial-NoDerivs (CC BY NC ND) 93 Attribution-NonCommercial-ShareAlike (CC BY NC SA) 93 Attribution-ShareAlike (CC BY SA) 92 augmented reality (AR) in learning 25, 27 aural learning 6 authentic learning 16–18 automated recommender systems 132 badges 75 basics of blended learning 1–3; authentic learning 16–18; in current education system 24–27; experience works 28–29; factors affecting learning process 3–4; implementation of 29–31; interactive learning components 4–6, 5; learning styles (see learning styles); need for 22–24, 23; traditional learning vs. blended learning 18–22; traditional learning vs. current century learning 18, 19; types of learning (see types of learning) behavioral engagement of students 97 benefits of asynchronous models 82–83 blended learning: basics of (see basics of blended learning); technologies for new education system (see technologies for new education system); traditional learning vs. 18–22

156 Index

blended learning design 32; barriers and enticers to 56; blended course development plans and 57–58; complex adaptive blended learning system 37–39, 38; consideration 32–37; methodologies 41–54; structures in education 40–41; technology-enabled learning in the classroom 54–56 blended learning development: asynchronous models (see asynchronous models of blended learning); customize learning design (see customize learning design); open educational resources (see open educational resources (OERs)); synchronous activities 80–82 blended learning evaluation 96; approaches to measure student learning 97–98; checklist for 110–112, 113; consideration for student learning outcome 98; criteria to assess blended learning 107–109; elements of 96–97; formative assessment and e-learning 99–101; framework 102–106; informal assessment 101–102; models for 109, 113 blended learning models 75–79 blended learning programs 96 blended learning structures in education 40–41 blended learning theory 40 blended massive open online courses (MOOCs) mode 41 blended videos 30–31 blog (weblog) 67–68 Bloom’s taxonomy (BT) 127, 127, 128; for cognitive development 58 Bookboon.com 65 bookshelf 66 BookWidgets 50 brainstorming 42 Branch, R. M. 39 broadcasters 73–74 BT see Bloom’s taxonomy (BT) casual momentary gathering exercises 47–48 CC see Creative Commons (CC) Channeling Live Chat Techniques 73–74 classroom, technology-enabled learning in 54–55; embracing technology-enabled learning 55–56 collaboration 142 collaborative learning openings 56 Collegeopentextbooks.org 66 combined integration gamification 88 completion rates 131

complex adaptive blended learning system 37–39, 38 comprehension learning 7 comprehensive learning style 10 ‘computerized age’ learners 51 computerized learning 29 computerized stories 50–51 conceptual framework 105–106, 106 Confucian approach of education 18 constructive assessment 98 content integration 88 contextual learning 88 continuous reinforcement 3 controlled features 56 conventional summative evaluation techniques 133 converging learning style 10 conviction 120 coordinated learning techniques 20 coordinated reasoning 6 course content management 145 course-level objectives 130 COVID-19 pandemic 123, 141, 143, 144 Creative Commons (CC): license 92, 114; permitting 117 current education system, blended learning in 24–27 custom e-learning 85 customized gamification 88 customized learning methods 26 customize learning design 84–86; animated explainer-based videos 89–90; benefits of scenario-based learning 89; game-based learning 87–88; mobile learning/Mlearning 86–87; open-space learning 90–91; scenario-based learning 88–89 data-driven design 85 debates 46 decentralized-based teaching ideology 133 depression 144 design and development process model, of blended course 57, 57–58 designing courses, using OER 93–95 design learning 143 design thinking 34–35 development of MOOCs 140, 140; digital pedagogy 141–143; psychology 144–145; screen behavior 144; teacher’s readiness to face the camera 141; technology 145–146; transcription preparation 143 digital assessments for instant feedback 28 digital education 113 digital learning 29 digital literacy and technical skills 33

Index  157

digital mashup 69–70 digital pedagogy 141–143 digital revision 28 digital storytelling 50–53, 70–72 digital textbooks 64–67 digital tools in learning, integration of 119–122 diverging learners 9 dyadic essay confrontation 48 dynamic learning 14 educational institutions 26, 61 educationalists 2–3 education, blended learning structures in 40–41 educators 135–136, 141–144; moral institute of 2–3 Educreations application 69 e-learning 19, 54–55, 72, 99–101, 136; framework 62, 104, 104; reinforcement 87; techniques 83 electronic performance support systems (EPSSs) 126 elements of blended learning evaluation 96 embracing technology-enabled learning 55–56 emotional factor 3–4 emotional learning style 13 enriched virtual model 79, 79 EPSSs see electronic performance support systems (EPSSs) ePub files, software for reading 66 evaluation for blended learning 96; checklist 110–112, 113; tasks 135 ever-evolving technology 61 expanded technologies in blended learning 60–61 extracurricular learning tasks 11 extroverted learners 11 extroverted learning style 11–12 eye-to-eye program 43 face-to-face blended class mode 40 face-to-face interaction 86–87 face-to-face learning 109 faculties’ experience in MOOCs designing 148–150 Fleming, N. 6 flexible environment 45 flexible mode 41 flex model 30, 77–78 flipped classroom 45 flipped classroom mode 41 flipped classroom model 28, 76, 78 flipped learning approach 45

flipped learning model 46 flipped learning teachers 46 formative assessment 99–101, 134 game-based learning 31, 87–88 gamification 26, 74–75, 87 Gestalt’s view 1 ‘gesture recognition technology’ 27 GNU General Public License for programming 115 good time management skills 145 Google Play Books 66 graphomotor 6 Greek/Socrates technique 18 group activity 47–49 group collaboration space 64 group discussion 44–45 The Handbook of Blended Learning 34 Hexagonal E-Learning Assessment Model (HELAM) 103, 103 higher-order thinking (HOT) 6 HSTRY, web device 69 hybrid learning environment 32 hybrid/mixed reading 19 hybrid technique 32 HyFlex model 30 hypertext fiction 51 hypothesis of learning style 11 IBL see inquiry-based learning (IBL) ICTs see information and communication technologies (ICTs) incorporate advanced innovation 29 independent learners 12 indigenous traditional learning process 87 individual rotation model 76, 77 Industrial Revolution 18 informal assessment 101–102 information 5; sharing 114 information and communication technologies (ICTs) 42, 120; reconciliation factor 122 innovation 22, 26, 59 innovation organizations 149 innovative technology 27 inquiry-based learning (IBL) 126 instructive innovation 24–25 instructor engagement varies 131 integrate digital curriculum, in teaching 120–122 integrated learning models, synchronous activities for 81 integrated learning platform 38 integrated software program 62

158 Index

intellectual factors 3 intelligent systems 134 intentional content 46 interactive demonstrations 49 interactive game activities 50 interactive learning components 4–6, 5 intermittent reinforcement 3 Internet of Things (IoT) 25–26 interpersonal learner 8 interpersonal student 8 intrapersonal learner 8 introverted learning style 12 intuitive learner 12 intuitive learning style 12 IQ, learning styles based on 9, 9–11, 10 Joint Information Systems Committee (JISC) 117 judging learning style 13 Kahoot 31 kinesthetic learner 8 kinesthetic student 8 Kitaboo 66 Kognity 65 KWL charts 126 lab rotation model 76, 77 La Carte model 78–79, 79 leaderboards 75 learners 5–6, 21, 81, 132, 136, 142–143; assimilating learners 10; Educreations application 69; interpersonal learner 8; logical/mathematical learner 8; of music/ musicality 7; visual/spatial learner 8 learning 1, 2: artificial intelligence in 27; computerized learning 29; design process 84; digital learning 29; digital tools in 119–122; factors affecting 3–4; mastery-based learning 29; outcomes 97; stimulate active learning 14–15; strategies 62; techniques 62; types of 14–16; virtual reality and augmented reality in 25 learning analytics (LA) 27; in MOOC 132–133, 135–136 learning management system (LMS) 28, 61–63, 100, 101, 123–124, 126; educational platform 21; learning platforms 19, 26 learning styles 6–14; based on IQ 9, 9–11, 10; based on psychological patterns 11, 11–14; based on students 7, 7–8; comprehensive learning style 10; converging learning style 10; emotional learning style 13; extroverted learning

style 11–12; hypothesis of learning style 11; introverted learning style 12; judging learning style 13; perceiving learning style 13–14; sensing learning style 12; student 29 lesson-level objectives 130 linguistic learner 7 linguistic student 7 Live Chat 72–74 LMS see learning management system (LMS) lockdown regulations 144 logical/mathematical learner 8 long-term groups/teams 48–49 Magisto 70 massive open online courses (MOOCs): challenges 130–131; deployment of 146, 148; design of 138–140; design models 137–138; development of (see development of MOOCs); integration of digital tools in learning 119–122; learning analytics in 132–133; online course development 122–130; OpenCourseWare 116; open educational resources 116–117; open licensing 114–115; open source and open content 115–116; open teaching 117–119; paradigm in assessments 133–136 mastery-based learning 29 mathematical/logical student 8 matrix for learning style, based on IQ 9, 9 MCQs see multiple-choice questions (MCQs) memory 4, 5, 124 microlearning-based gamification 88 mobile-based exercise gamification 88 mobile learning/M-learning 86–87 model demonstration 44 modeling process 57 models for blended learning evaluation 109, 113 moderators 73–74 modern authoring methods 135 moral institute of educators 2–3 multimedia tools, group projects using 28–29 multiple-choice questions (MCQs) 146 new education system technologies 59–60; blended learning models 75–79; blog (weblog) 67–68; digital mashup 69–70; digital storytelling 70–72; digital textbooks 64–67; expanded technologies in blended learning 60–61; gamification 74–75; learning management system

Index  159

61–63; Live Chat 72–74; social bookmarking 68–69; web conferencing 63–64; wikis 66–67 Ni, X. 39

psychology 3, 144–145

object-oriented computer program 47 observational learning 6 OCW see OpenCourseWare (OCW) OERs see open educational resources (OERs) one-sentence outline 102 online assessment 101 online assignment 128–130 online blended class mode 40 online course development 123–125; best practices in 122, 125; types of assessments 125–130 online role-play 43 online teaching and learning pedagogies 142 ookshare 66 open content 115–116 OpenCourseWare (OCW) 116 open educational resources (OERs) 91–92, 116–117; designing courses using 93–95; open licenses 92–93 open licensing 114–115 openness 22, 137, 144 open-source code 115 Open-Source Initiative (OSI) 115 open-source software (OSS) 115–116 open-space learning (OSL) 90–91 open teaching 117–119 organization 5–6, 143 Osmosis 26

Rapanta, C. 145 Really Simple Syndication (RSS) 68 recontextualization 144 rhythmic learner 7–8 Rosseau, J. J. 18 rotation class mode 41 rotation exchange method 29–30 rubric-based frameworks 104–105 rubrics 129, 130

pacing 53 partial reinforcement 3 passive learning 15–16 passive reading 15–16 perceiving learners 13 perceiving learning style 13–14 personal factor 3 personality of teacher 4 personalized learning 26 person-centered design 84 pilot testing 58 podcasts 49–50 popularity of social bookmarking 69 postproduction process, of MOOCs 148 preproduction process, of MOOCs 147 production process, of MOOCs 147 professional educator 46 psychological factors 4 psychological patterns, learning styles based on 11, 11–14

Quizizz 31 Quizlet 31

‘same-size-fits-all’ educational plan 20 scalability 83 scenario-based learning 88–89; benefits of 89; features of 88–89; principles of 89 scenario-/case-based analysis 45 screen behavior 144 self-blend mode 41 self-directed research 16 self-directed students 81 sensing learning style 12 sharing information 114 short-term groups 47–48 Simon, H. A. 124 simulations 53–54 simultaneous process 5 situated pedagogy 143 six thinking hats technique 35–37 social bookmarking 68–69 social communication 81–82 social distancing 144 social factor 3–4 social learning tools 63 social media/digital revolution 18 social nervousness 42 social tension 42 soundtrack 53 ‘stage virtuoso’ 60 station rotation model 76, 76 statistical gamification 88 stimulate active learning 14–15 stimulate passive learning 15–16 structure-based gamification 87 student-centered cycle 45 student-focused methodology 83 student-led learning 16 students 141, 144; assessment methods for 98; cognitive engagement 97; commitment 97; emotional engagement 97; engagement 97; learning 97–98; learning outcome 98; learning styles

160 Index

based on 7, 7–8; readiness 55; satisfaction 97; test questions created by 102 synchronous activities for blended learning 80–82 systematic reasoning 6 system’s self-organizing process 39 TAM see Technology Acceptance Model (TAM) teaching 1; case study 43; integrate digital curriculum in 120–122; pedagogical practices 85 teaching–learning process model 1–2, 2, 37, 44, 99 technical ramifications 133 technologies for new education system 59–60; blended learning models 75–79; blog (weblog) 67–68; digital mashup 69–70; digital storytelling 70–72; digital textbooks 64–67; expanded technologies in blended learning 60–61; gamification 74–75; learning management system 61–63; Live Chat 72–74; social bookmarking 68–69; web conferencing 63–64; wikis 66–67 technology 145–146 Technology Acceptance Model (TAM) 104, 105 technology-enabled learning in classroom 54–55; embracing technology-enabled learning 55–56 Thinglink 69 thinking learners 12 thinking learning style 12–13 timely testing 87 time management skills 33 touchless technology 27

traditional e-learning 22 traditional instructional assessment 131 traditional learning 19; vs. blended learning 18–22; vs. current century learning 18, 19 traditional teaching methods 18, 45 transactional exchange behavior 144 transcription preparation 143 uncontrollable features 55 user-friendly classroom 50 VARK model 6 Vaughan, N. 24 verb table 129, 129 Videolicious 70 virtual classes 63 virtual model 30 virtual reality (VR) in learning 25 visual review time 64 visual/spatial learner 8 visual theme 87 web-based brainstorming 42 web-based learning environment instrument (WEBLEI) 102 web-based learning necessitates 56 web-based meetings 64 web-based testing device 100 web conferencing 63–64 weblog 67–68 web meeting 64 whole group rotation 30 wikis 66–67 wikispaces 31 writing learning 7