Several weeks ago, I saw a student campaign on social media against their university’s decision to use an online proctoring software for the invigilation of semester exams. Some of the students were highly resistant to install the software to their personal devices and were “ready to drop” their courses if the university wouldn’t change its plans. But why would students of the current generation demonstrate such resistance towards technology?
“Learner engagement” is a common terminology amongst teachers, educators, and educational institutions. It also often appears in the academic literature and is given such an emphasis in many instances where technology enhanced learning such as blended learning is discussed. The question, however, is what do we mean by learner engagement, and why learner engagement is given such prominence?
‘Blended learning’ has been a buzzword in the recent times. Multiple scholars have described blended learning as the ‘new normal’ in higher education. However, what do we mean by blended learning? Why, what, and how are we blending?
The technological advancements have been massive in the last few decades and have penetrated almost all the aspects of our lives. Technology have rapidly been evolved and offers various new ways of supporting teaching and learning. With these remarkable developments, a plethora of technology have been used in education including Web2.0 tools (e.g., wikis, blogs, social media tools), mobile technology, gamification tools, learning management systems, virtual worlds, and MOOCs, to name a few. A key question, however, is what should we consider in selecting technology for teaching and learning?
Blended learning has increasingly been adopted in the last two decades and appeared to be more popular since the global pandemic COVID-19. Even though blended learning is no longer a new mode of teaching, many schools and universities have recently put an incredible effort on teacher training for blended teaching. However, the question is what knowledge and skills are needed by teachers for blended teaching? Are there any identified blended teaching competencies for teachers? These questions are important because knowing teacher competencies can help institutions to align their teacher professional development programs with the needs of teachers.
މަތީ ތައުލީމު ދިނުމުގައި އޮންލައިން އުނގެނުން ޝާމިލުވާ ކޯސްތައް ވޭތުވެދިޔަ ދިހަ ވަރަކަށް އަހަރުތެރޭގައި ވަރަށް ބޮޑަށް އިތުރު ވެއްޖެއެވެ. ހަމައެއާއެކު މިފަދަ ބައެއް ކޯސްތަކުގެ ދަރިވަރުން އުނގެނޭ އުނގެނުމާއި ކޮންމެ ދުވަހަކު ކިލާހަށް އައިސްގެން ކިޔަވާ ކިޔެވުމުގައި ބޮޑު ފަރަގެއް ނުހުންނަ ކަންވެސް ފާހަގަކުރެވިފައި ވެއެވެ. ނަމަވެސް، އެއީ އޮންލައިން އުނގަންނައިދިނުމުގައި ގިނަ ކަންތައްތަކެއް ފުރިހަމަވެގެން ކަމާމެދަކު ޝައްކެއްނެތެވެ.
ޓެކުނޮލޮޖީގެ ރޮނގުން އަންނަ ކުރިއެރުންތަކާއެކު ދިރިއުޅުމުގެ ހުރިހާ ކަމަކަށްހެން ވަނީ ނުފޫޒު ފޯރައިފައެވެ. އެއާއެކު ކުރިން ކަންކަން ކުރަމުން އައިގޮތްތައް އަންނަނީ ބަދަލުވަމުންނެވެ. ނުވަތަ މުޅިން ބަދަލުވެއްޖެއެވެ. ނަމަވެސް ހަރުދަނާ ގޮތެއްގައި ޓެކުނޮލޮޖީ ބޭނުންކުރުމަކީ ބައެއް ހާލަތްތަކުގައި ގޮންޖެހުން ބޮޑު ކަމެކެވެ. ޚާއްސަކޮށް އުނގަންނައިދިނުމުގައެވެ. މަދުރަސީ ތައުލީމާއި މަތީ ތައުލީމުގައިވެސް މެއެވެ.
Learning through digital technology has become a daily practice across the education spectrum, around the globe, whether it is formal or informal. Specifically, with the current global pandemic, teachers and education providers have started adopting technology at a pace that most of us never imagined before. However, to provide students with optimal learning experiences with technology-facilitated learning, there are some guiding principles that need to be adhere to.
Blended learning is no longer a new mode of course delivery. It has grown in popularity since early 2000s, and grown even more rapidly amid COVID-19 pandemic. Most of the adoption, thus far, have occurred at the teacher-level. However, interestingly, more frequent initiatives for institutional adoption have been emerging. But why?
“ކޮންމެ ދުވަހަކު ކިލާހުގައި މުދައްރިސާ ބައްދަލުނުވެ ކިޔަވާ ދަރިވަރުންގެ ފެންވަރެއް ނުހުރެއެވެ. އޮންލައިން ކިޔަވައިދިނުމަކީ މަތީތައުލީމު ހަލާކުވާ ކަމެކެވެ. މިގޮތަށް ކިޔަވާ ދަރިވަރުން ސަނަދު ހޯދަނީ އެހެން މީހުން ލައްވައި މަސައްކަތް ކުރުވައިގެންނެވެ. މިފަދަ ކިޔެވުން މެދުވެރިކޮށް ފަންނީ ދާއިރާތަކުގެ މީހުން ތަމްރީނު ކުރުމަކީ ކުރަން ހެޔޮވާވަރުގެ ކަމެއް ނޫނެވެ. އެއީ ކޮންމެ ދުވަހަކު ކިލާހުގައި މުދައްރިސާ ބައްދަލު ނުވެ، ދަރިވަރުންނަށް އުނގަންނައި ނުދެވޭނެތީއެވެ.”
Powered by WordPress & Theme by Anders Norén