EXPERIENCES AND PERCEPTIONS OF POSTGRADUATE STUDENTS ABOUT A BLENDED LEARNING PROGRAM IN PAKISTAN

http://dx.doi.org/10.31703/gesr.2019(IV-I).04      10.31703/gesr.2019(IV-I).04      Published : Dec 1
Authored by : AsmaShahidKazi , ShaguftaMoghal

04 Pages : 26-34

References

  • Akkoyunlu, B., & Soylu, M. Y. (2006). A study on students' views on blended learning environment. Turkish Online Journal of Distance Education, 7(3), 43-56.
  • Ashby, J., Sadera, W. A., & McNary, S. W. (2011). Comparing student success between developmental math courses offered online, blended, and face-to-face. Journal of Interactive Online Learning, 10(3).
  • Badawi, M. F. (2009). Using Blended Learning for Enhancing EFL Prospective Teachers' Pedagogical Knowledge and Performance. Online Submission.
  • Behjat, F., Yamini, M., & Bagheri, M. S. (2012). Blended learning: A ubiquitous learning environment for reading comprehension. International Journal of English Linguistics, 2(1), 97.
  • Bolliger, D. U., & Martindale, T. (2004). Key factors influencing student satisfaction with online courses. International Journal on E-Learning, 3(1), 61-67.
  • Collopy, R., & Arnold, J. M. (2009). To blend or not to blend: Online-only and blended learning environments. Issues in teacher education, 18(2)
  • Dwaik, R., Jweiless, A., & Shrouf, S. (2016). Using Blended Learning to Enhance Student Learning in American Literature Courses. Turkish Online Journal of Educational Technology-TOJET, 15(2), 126-137
  • Dziuban, C., Graham, C. R., Moskal, P. D., Norberg, A., & Sicilia, N. (2018). Blended learning: the new normal and emerging technologies. International Journal of Educational Technology in Higher Education, 15(1), 3.
  • Flexner, A. (1994). Universities: American, english, german. Transaction publishers.
  • Garrison, D. R., & Kanuka, H. (2004). Blended learning: Uncovering its transformative potential in higher education. The internet and higher education, 7(2), 95-105.
  • Graham, C. R. (2013). Emerging practice and research in blended learning. Handbook of distance education, 3, 333-350.
  • Hartley, J. (2007). Teaching, learning and new technology: a review for teachers. British Journal of Educational Technology, 38(1), 42-62.
  • Hartman, J., Dziuban, C., & Moskal, P. (2007). Strategic initiatives in the online environment: opportunities and challenges, 15(3), 157-168.
  • Hew, K. F., & Cheung, W. S. (2010). Use of three-dimensional (3-D) immersive virtual worlds in K-12 and higher education settings: A review of the research. British journal of educational technology, 41(1), 33-55.
  • Hew, K. F., & Cheung, W. S. (2014). Using blended learning: Evidence-based practices (Vol. 20). Singapore: Springer.
  • Hsiao, H. C., Tu, Y. L., & Chung, H. N. (2012). Perceived social supports, TOJET: The Turkish Online Journal of Educational Technology, 11(2).
  • Hung, M. L., & Chou, C. (2015). Students' perceptions of instructors' roles in blended and online learning environments: A comparative study. Computers & Education, 81, 315-325.
  • Ja'ashan, M. M. N. H. (2015). Perceptions and Attitudes Towards Blended Learning for English Courses: A Case Study of Students at University of Bisha. English Language Teaching, 8(9), 40-50.
  • Jones, N., Chew, E., Jones, C., & Lau, A. (2009). Over the worst or at the eye of the storm?. Education Training.
  • Kaur, M. (2013). Blended learning-its challenges and future. Procedia-Social and Behavioral Sciences, 93, 612-617.
  • Kenney, J., & Newcombe, E. (2011). Adopting a blended learning approach: Challenges encountered and lessons learned in an action research study. Journal of Asynchronous Learning Networks, 15(1), 45-57.
  • López-Pérez, M. V., Pérez-López, M. C., & Rodríguez-Ariza, L. (2011). Blended learning in higher education: Students' perceptions and their relation to outcomes. Computers & education, 56(3), 818-826.
  • Martin, F., & Bolliger, D. U. (2018). Engagement matters: Student perceptions on the importance of engagement strategies in the online learning environment. Online Learning, 22(1), 205-222.
  • Martinucci, K. P., Stein, D., Wittmann, H. C., & Morote, E. S. (2015). College Faculty Understanding of Hybrid Teaching Environments and Their Levels of Trainability by Departments. Journal for Leadership and Instruction, 14(1), 24-31.
  • Means, B., Toyama, Y., Murphy, R., Bakia, M., & Jones, K. (2010). Evaluation of evidence-based practices in online learning: A meta-analysis and review of online learning. Center for Technology in Learning, US Department of Education. Retrieved from http://www. ed. gov/about/offices/list/opepd/ppss/reports. html.
  • Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook. Sage
  • Moore, M. J. (1993). Three types of interaction. In K. Harry, M. John, & D. Keegan (Eds.), Distance education theory (pp. 19-24). New York: Routledge.
  • Oliver, M., & Trigwell, K. (2005). Can 'blended learning' be redeemed. E-learning, 2, 17-26. doi:10.2304/elea.2005.2.1.17.
  • Passmore, D. (2000). Impediments to adoption of web-based course delivery among university faculty. ALN Magazine. [Online Serial], 4 (2). Accessed from the World Wide Web: http://www.alr.org/alnweb/magazine/vol4issue 2/passmore.html
  • Roblyer, M. D., & Ekhaml, L. (2000). How interactive are YOUR distance courses? A rubric for assessing interaction in distance learning. Online Journal of Distance Learning Administration, 3(2). Retrieved from http://www.westga.edu/~distance/ojdla/summer32/roblyer32.html
  • Schwier, R., & DyKes, M. (2004). The struggle for community and content in virtual learning communities. In EdMedia Innovate Learning (pp. 2976-2982). Association for the Advancement of Computing in Education (AACE).
  • Tanner, L. K. (2007). Case study of the challenges faced by adult students enrolled in an online blended distance learning program (Doctoral dissertation, Miami University).
  • Thang, S. M., Mustaffa, R., Wong, F. F., Noor, N. M., Mahmud, N., Latif, H., & Aziz, M. (2013). A Quantitative Inquiry into the Effects of Blended Learning on English Language Learning: The Case of Malaysian Undergraduates. International Education Studies, 6(6), 1-7.
  • Tinio, V. L. (2002). ICT in education: UN development programme. Accessed November, 12, 2014.
  • Uzun, A., & Senturk, A. (2010). Blending makes the difference: Comparison of blended and traditional instruction on students' performance and attitudes in computer literacy. Contemporary Educational Technology, 1(3), 196-207.
  • Xin, H., Kempland, M., & Blankson, F. H. (2015). Adaptability and replicability of web-facilitated, hybrid, and online learning in an undergraduate exercise psychology course. Turkish Online Journal of Educational Technology-TOJET, 14(1), 19-30.
  • Yu, C., Yu, W. C. W., & Lin, C. F. (2010). Computer-Mediated Learning: What Have We Experienced and Where Do We Go Next?. In Handbook of research on practices and outcomes in e-learning: Issues and Trends (pp. 1-18). IGI Global.
  • Zhang, P., & Bhattacharyya, S. (2008). Students' views of a learning management system: A longitudinal qualitative study. Communications of the Association for Information Systems, 23(1), 20.

References

  • Akkoyunlu, B., & Soylu, M. Y. (2006). A study on students' views on blended learning environment. Turkish Online Journal of Distance Education, 7(3), 43-56.
  • Ashby, J., Sadera, W. A., & McNary, S. W. (2011). Comparing student success between developmental math courses offered online, blended, and face-to-face. Journal of Interactive Online Learning, 10(3).
  • Badawi, M. F. (2009). Using Blended Learning for Enhancing EFL Prospective Teachers' Pedagogical Knowledge and Performance. Online Submission.
  • Behjat, F., Yamini, M., & Bagheri, M. S. (2012). Blended learning: A ubiquitous learning environment for reading comprehension. International Journal of English Linguistics, 2(1), 97.
  • Bolliger, D. U., & Martindale, T. (2004). Key factors influencing student satisfaction with online courses. International Journal on E-Learning, 3(1), 61-67.
  • Collopy, R., & Arnold, J. M. (2009). To blend or not to blend: Online-only and blended learning environments. Issues in teacher education, 18(2)
  • Dwaik, R., Jweiless, A., & Shrouf, S. (2016). Using Blended Learning to Enhance Student Learning in American Literature Courses. Turkish Online Journal of Educational Technology-TOJET, 15(2), 126-137
  • Dziuban, C., Graham, C. R., Moskal, P. D., Norberg, A., & Sicilia, N. (2018). Blended learning: the new normal and emerging technologies. International Journal of Educational Technology in Higher Education, 15(1), 3.
  • Flexner, A. (1994). Universities: American, english, german. Transaction publishers.
  • Garrison, D. R., & Kanuka, H. (2004). Blended learning: Uncovering its transformative potential in higher education. The internet and higher education, 7(2), 95-105.
  • Graham, C. R. (2013). Emerging practice and research in blended learning. Handbook of distance education, 3, 333-350.
  • Hartley, J. (2007). Teaching, learning and new technology: a review for teachers. British Journal of Educational Technology, 38(1), 42-62.
  • Hartman, J., Dziuban, C., & Moskal, P. (2007). Strategic initiatives in the online environment: opportunities and challenges, 15(3), 157-168.
  • Hew, K. F., & Cheung, W. S. (2010). Use of three-dimensional (3-D) immersive virtual worlds in K-12 and higher education settings: A review of the research. British journal of educational technology, 41(1), 33-55.
  • Hew, K. F., & Cheung, W. S. (2014). Using blended learning: Evidence-based practices (Vol. 20). Singapore: Springer.
  • Hsiao, H. C., Tu, Y. L., & Chung, H. N. (2012). Perceived social supports, TOJET: The Turkish Online Journal of Educational Technology, 11(2).
  • Hung, M. L., & Chou, C. (2015). Students' perceptions of instructors' roles in blended and online learning environments: A comparative study. Computers & Education, 81, 315-325.
  • Ja'ashan, M. M. N. H. (2015). Perceptions and Attitudes Towards Blended Learning for English Courses: A Case Study of Students at University of Bisha. English Language Teaching, 8(9), 40-50.
  • Jones, N., Chew, E., Jones, C., & Lau, A. (2009). Over the worst or at the eye of the storm?. Education Training.
  • Kaur, M. (2013). Blended learning-its challenges and future. Procedia-Social and Behavioral Sciences, 93, 612-617.
  • Kenney, J., & Newcombe, E. (2011). Adopting a blended learning approach: Challenges encountered and lessons learned in an action research study. Journal of Asynchronous Learning Networks, 15(1), 45-57.
  • López-Pérez, M. V., Pérez-López, M. C., & Rodríguez-Ariza, L. (2011). Blended learning in higher education: Students' perceptions and their relation to outcomes. Computers & education, 56(3), 818-826.
  • Martin, F., & Bolliger, D. U. (2018). Engagement matters: Student perceptions on the importance of engagement strategies in the online learning environment. Online Learning, 22(1), 205-222.
  • Martinucci, K. P., Stein, D., Wittmann, H. C., & Morote, E. S. (2015). College Faculty Understanding of Hybrid Teaching Environments and Their Levels of Trainability by Departments. Journal for Leadership and Instruction, 14(1), 24-31.
  • Means, B., Toyama, Y., Murphy, R., Bakia, M., & Jones, K. (2010). Evaluation of evidence-based practices in online learning: A meta-analysis and review of online learning. Center for Technology in Learning, US Department of Education. Retrieved from http://www. ed. gov/about/offices/list/opepd/ppss/reports. html.
  • Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook. Sage
  • Moore, M. J. (1993). Three types of interaction. In K. Harry, M. John, & D. Keegan (Eds.), Distance education theory (pp. 19-24). New York: Routledge.
  • Oliver, M., & Trigwell, K. (2005). Can 'blended learning' be redeemed. E-learning, 2, 17-26. doi:10.2304/elea.2005.2.1.17.
  • Passmore, D. (2000). Impediments to adoption of web-based course delivery among university faculty. ALN Magazine. [Online Serial], 4 (2). Accessed from the World Wide Web: http://www.alr.org/alnweb/magazine/vol4issue 2/passmore.html
  • Roblyer, M. D., & Ekhaml, L. (2000). How interactive are YOUR distance courses? A rubric for assessing interaction in distance learning. Online Journal of Distance Learning Administration, 3(2). Retrieved from http://www.westga.edu/~distance/ojdla/summer32/roblyer32.html
  • Schwier, R., & DyKes, M. (2004). The struggle for community and content in virtual learning communities. In EdMedia Innovate Learning (pp. 2976-2982). Association for the Advancement of Computing in Education (AACE).
  • Tanner, L. K. (2007). Case study of the challenges faced by adult students enrolled in an online blended distance learning program (Doctoral dissertation, Miami University).
  • Thang, S. M., Mustaffa, R., Wong, F. F., Noor, N. M., Mahmud, N., Latif, H., & Aziz, M. (2013). A Quantitative Inquiry into the Effects of Blended Learning on English Language Learning: The Case of Malaysian Undergraduates. International Education Studies, 6(6), 1-7.
  • Tinio, V. L. (2002). ICT in education: UN development programme. Accessed November, 12, 2014.
  • Uzun, A., & Senturk, A. (2010). Blending makes the difference: Comparison of blended and traditional instruction on students' performance and attitudes in computer literacy. Contemporary Educational Technology, 1(3), 196-207.
  • Xin, H., Kempland, M., & Blankson, F. H. (2015). Adaptability and replicability of web-facilitated, hybrid, and online learning in an undergraduate exercise psychology course. Turkish Online Journal of Educational Technology-TOJET, 14(1), 19-30.
  • Yu, C., Yu, W. C. W., & Lin, C. F. (2010). Computer-Mediated Learning: What Have We Experienced and Where Do We Go Next?. In Handbook of research on practices and outcomes in e-learning: Issues and Trends (pp. 1-18). IGI Global.
  • Zhang, P., & Bhattacharyya, S. (2008). Students' views of a learning management system: A longitudinal qualitative study. Communications of the Association for Information Systems, 23(1), 20.

Cite this article

APA

    APA : Kazi, A. S., & Moghal, S. (2019). Experiences and Perceptions of Postgraduate Students about a Blended Learning Program in Pakistan. Global Educational Studies Review, IV(I), 26-34. https://doi.org/10.31703/gesr.2019(IV-I).04

CHICAGO

    CHICAGO : Kazi, Asma Shahid, and Shagufta Moghal. 2019. "Experiences and Perceptions of Postgraduate Students about a Blended Learning Program in Pakistan." Global Educational Studies Review, IV (I): 26-34 doi: 10.31703/gesr.2019(IV-I).04

HARVARD

    HARVARD : KAZI, A. S. & MOGHAL, S. 2019. Experiences and Perceptions of Postgraduate Students about a Blended Learning Program in Pakistan. Global Educational Studies Review, IV, 26-34.

MHRA

    MHRA : Kazi, Asma Shahid, and Shagufta Moghal. 2019. "Experiences and Perceptions of Postgraduate Students about a Blended Learning Program in Pakistan." Global Educational Studies Review, IV: 26-34

MLA

    MLA : Kazi, Asma Shahid, and Shagufta Moghal. "Experiences and Perceptions of Postgraduate Students about a Blended Learning Program in Pakistan." Global Educational Studies Review, IV.I (2019): 26-34 Print.

OXFORD

    OXFORD : Kazi, Asma Shahid and Moghal, Shagufta (2019), "Experiences and Perceptions of Postgraduate Students about a Blended Learning Program in Pakistan", Global Educational Studies Review, IV (I), 26-34

TURABIAN

    TURABIAN : Kazi, Asma Shahid, and Shagufta Moghal. "Experiences and Perceptions of Postgraduate Students about a Blended Learning Program in Pakistan." Global Educational Studies Review IV, no. I (2019): 26-34. https://doi.org/10.31703/gesr.2019(IV-I).04