Blended Learning Model for Multimedia Production Course
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Terashima, K., Ikai, R., Yoshida, Y., Kamei, M. & Kubota, K. (2004). Blended Learning Model for Multimedia Production Course. In L. Cantoni & C. McLoughlin (Eds.), Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications 2004 (pp. 4049-4054). Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/11653.
World Conference on Educational Multimedia, Hypermedia and Telecommunications (EDMEDIA) 2004
Lorenzo Cantoni & Catherine McLoughlin
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Table of Contents
In this research, the authors developed a blended learning model for a multimedia production course and evaluated the model based on Design-Based Research. First, a learning model was constructed by a research review of instructional design and the blended learning model for acquiring knowledge and skills. This model was mainly composed of individual learning with web materials and group work going through a production process. Second, this model was used in one course and evaluated. The results raised the problems of acquiring advanced skills and evaluating methodology. After this, the blended learning model was revised, and it is now being evaluated. The results proved the effectiveness of the blended learning model for individual learning. While the results did not prove the effectiveness of the blended learning model for group work, the results did demonstrate that students now study slightly more aggressively than they did with the previous model.
- Perspectives on Blended Learning in Higher Education
- How a Blended Approach for Job-embedded Learning has led Teachers to Recognize and Reflect upon the Unique Intersections of Content, Technology, and Classroom Practice in the Advanced Broadband Enabled Learning (ABEL) Program.
- Lessons Learned from Offering a Technologically Mediated Job-Embedded Professional Learning Program to Teachers
- Strategic Blending: A Conceptual Framework to Improve Learning and Performance
- Transforming teacher practice through blended professional development: Lessons learned from three initiatives
- Can Learning to Use Moodle Alter Teachers’ Approaches to Teaching?
- Exploring Course Content in Moodle to Determine Learning Environment Efficacy over Face-to-Face Constraints
- Finding a Balance in Dimensions of Blended Learning
- Connecting Theory to Practice – Using technology to support situated learning in vocational education
- Researching Online Communities of Inquiry: New CoI Survey Instrument
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