Blended E-Learning

Following the actual trends in European education, " Babeş-Bolyai " University offers to the foreign students the possibility to study and/or improve their skills in Romanian. Our objective in this paper is to present how Clipflair, a cloud-based platform for Romanian as foreign language (RLS) learning can be a fun and interactive tool for the students interested in this language. We will focus on the Romanian as foreign language module of Clipflair platform and will illustrate the way Clipflair facilitates the access of the students to attractive learning contents and makes language learning a more enriching experience.

Keywords: Romanian as foreign language, Clipflair, blended learning, computer assisted learning, virtual platform for language learning. Cuvinte-cheie: Limba română ca limbă străină, RLS, Clipflair, predarea limbilor străine asistată de calculator, platformă virtuală pentru învăţarea limbilor străine.

Anormal Psikoloji kitabı, ruhsal bozukluklar alanında çalışan tüm profesyoneller, psikiyatristler, klinik psikologlar, psikologlar, psikolojik danışmanlar, hekimler, sosyal hizmet uzmanları, psikiyatri hemşireleri ve bu alanlarda öğrenci yetiştiren akademisyenler ile eğitim alan öğrenciler için temel bir başvuru kitabıdır.
2013 yılının Mayısı ayında yayımlanan DSM-5 ölçütlerine göre ruhsal bozukluklarla ilgili sunulan bilgilerin güncellemesinin de yapıldığı bu kitap, tüm dünyada pek çok üniversitenin psikiyatri ve psikoloji bölümlerinde ders kitabı olarak okutulmaktadır.
Kitabın her bölümünde, ilk olarak ruhsal bozukluklarla ilgili vakalar sunulmakta, daha sonra bozuklukların klinik tanıları yapılmakta ve DSM-IV-TR’den farklı olan DSM-5’te yapılan değişikliklere yer verilmektedir. Ayrıca, DSM-5’teki tanı ölçütleri, bozuklukların etiyolojisi ve epidemiyolojisi, bozukluklar üzerinde kalıtımın ve çevrenin etkileri, biyolojik ve sosyal ve kültürel etkiler, en güncel araştırmalardan elde edilen verilerle harmanlanarak sunulmaktadır. Ruhsal bozuklukların tedavisinde etkili olacak terapi yaklaşımları ve ilaçla yapılan tedaviler hakkında da bilgiler veren kitap, sahip olduğu zengin içeriği ile eşsiz bir kaynaktır.
Anormal Psikoloji kitabının; profesyoneller ve öğrenciler için önemli bir rehber olacağına, yardıma ihtiyaç duyan insanların sorunlarının çözümüne, ruhsal bozuklukların tanı ve tedavisinde önemli katkılar sağlayacağına inanıyoruz.

The world is changing rapidly, so is academics. E-learning has altered the area of academics and education. ICT enabled learning has given ideal services to students by providing any type of content on demand which is proportional to the performance of students. The concentration of learner has been found instinctive; thus there is a need of engaging mind towards course progress with its entirety till the objectives of the course will be achieved. There are several e-learning platforms available as EdX, Udacity, Khan Academy, Alison those have a number of learners registered for various courses. Studies suggest that these platforms suffer from the common problem of learners’ dropping out. Investigations also claim early leaving rate is increasing due to lack of quality of content, distraction factors, learners’ mind change, outdated and succinct information, and some more detraction factors. These issues have been observed on the basis of early leaving rates in various MOOCs. Thus t...

The inevitable presence of online technology has permeated the lives of Filipinos as information available on the Internet has become more accessible. Communication done online, via video call and real-time feedback through messaging, can now be done with ease. With this, blended learning has become one of the options for parents of children with various learning needs. In a year's time, in one blended learning setting, Sebastian*, an eleven-year old boy, has gone from "Ode to Joy theme (in G)" on the plastic soprano recorder to performing a Telemann Sonata solo on a maple alto recorder for a recital. In this example, with availability of information at one's fingertips, one may ask, what is the relevance of having a teacher? This case study aims to explore on music education as facilitated by a music teacher through blended learning, as situated in school, extracurricular venues, and online platforms. Data was gathered through participant observation, transcription of online correspondences done through Facebook messenger and Skype, and a recent interview with the primary informant. Results indicate that music education in blended learning centers on mentorship as categorized into the following themes: 1) an avenue for review and critical thinking, 2) providence of network and exposure to musicking opportunities, 3) being a professional role model, and 4) care, friendship, and counsel. It is inferred that technological advances instrumental in blended learning can only be maximized if there is a human element to it, that is, the music teacher.

Science is a body of knowledge that explains the phenomena of our world through observations and experimentation. Many nations have developed because of the attention they give, and the investment they put into science education. However, globally, students’ interest in science tends to wane and so is a drop in their numbers as they transition from elementary to secondary schools. Many factors were associated with the cause in the drop of students’ numbers and interest. Since observations and experiments are the fundamentals in science teaching, we propose the use of YouTube STEM videos as effective learning resources for the teaching of science in high schools. This approach could potentially help to bridge the gap between theory and practice and likewise help to reverse the perception about science. For instance, YouTube STEM videos could motivate students, especially those in the underprivileged schools that lack the basic science resources to take up science programs. The study ...

Reaching a large and diverse community of practitioners in developing countries to strengthen their capacities in agricultural research and development is a challenge for the CGIAR . One of its priorities is to build and strengthen capacity of its partners in developing countries in the agricultural and natural resources management sectors. Important audiences and partnerships for this are African universities and other learning institutions. Many are nowadays organized in networks such as the African Network for Agriculture, Agroforestry and Natural Resources Education (ANAFE). By strengthening these capacities, it is expected that there will be a broader impact on various others active in these agriculture related sectors.

Since 2001 the CGIAR Centres have explored eLearning to meet the learning demands of these audiences. Activities undertaken include, among others, the development of agricultural learning objects repositories, knowledge banks on agricultural crops, support to university curriculum development and offering eLearning opportunities. This paper describes two on-line learning events conducted by the CGIAR and suggests future directions for agricultural eLearning in developing countries of the tropics.

Since 2002 the «Zurich E-Learning Certificate» offers lecturers and academic staff from the three main
universities in Zurich the possibility to take part in a professional development program which supports the
acquirement of eCompetence. The program is the result of a cooperation between the University of Zurich
(UZH), the Swiss Federal Institute of Technology Zurich (ETHZ) and the Zurich University of Teacher
Education (PHZH).
In the near future a reform of the program will be realized in order to represent the increased significance
of Web 2.0 applications for higher education as well as e-research and e-science for academic staff.
Therefore a change of the topics and the different modules of the program will be necessary. Furthermore
the didactical concept of the «Zurich E-Learning Certificate» offers a good basis for this change because of
the flexible structure and the impact of self-organization for the participants.
Based on the concept of this program and on a course in historical science at the UZH as a practical
example, this article underlines the necessity for a science-based discussion of adequate didactical concepts
how academic staff should become media-savvy and the importance of reflexive learning methods in
further education programs to acquire e-Competence.

The objectives of the study were to show the basic differences between Distance, Blended and Online learning, and establish their common challenges from literature. Approximately 35 categories/sets of research results or findings from more than 65 publications were reviewed and used for this work. Articles were obtained from sources such as Google Scholar, ResearchGate, Academia.edu, Google Search Engine, and Elsevier. The key themes used for the search are Distance education, Distance learning, Online learning, Blended learning, Differences between face-to-face and online learning, and the use of the internet for learning. The differences between Distance, Blended, and Online Learning (DBOL) modes were summarized, and 11 challenges of DBOL were realized. These 11 challenges were summarized into six themes namely, lack of infrastructure, low or no IT skills, self-disciplinary problems, content issues, policy issues, and social issues. It was strongly advised that, for effective DBOL...

This study addressed several outcomes, implications, and possible future directions for blended learning (BL) in higher education in a world where information communication technologies (ICTs) increasingly communicate with each other. In considering effectiveness, the authors contend that BL coalesces around access, success, and students' perception of their learning environments. Success and withdrawal rates for face-to-face and online courses are compared to those for BL as they interact with minority status. Investigation of student perception about course excellence revealed the existence of robust if-then decision rules for determining how students evaluate their educational experiences. Those rules were independent of course modality, perceived content relevance, and expected grade. The authors conclude that although blended learning preceded modern instructional technologies, its evolution will be inextricably bound to contemporary information communication technologies t...

Резюме: Целта на статията е да се сподели опитът ни в обучението по ботаника в БФ на СУ от използването на смесено обучение в реални учебни зали с осигуряване на постоянен електронен достъп до преподавания материал и провеждане на онлайн тестове. За тази цел съпоставихме набор дългосрочни данни (2002-2017) от изпитните оценки на 3888 студенти, обучавани чрез класическо и смесено обучение в задължителни бакалавърски курсове, свързани с Водорасли и Гъби. Получените резултати ясно показват предимствата на смесеното обучение за преподавателите и за студентите. Подчертано е, че електронното тестване е природосъобразно и зелено поради нулевата консумация на хартия. Доказаните предимства на електронното тестване и обучение ни дават основание да ги препоръчаме на всички наши колеги за бъдещата им работа. Ключови думи: студенти-биолози, обучение по ботаника, електронно обучение, електронно тестване.

The object of this experimental study is to measure the effectiveness of a blended learning environment which is laid out on the basis of features for face to face and online environments. The study was applied to 110 students who attend to Atilim University, Ankara, Turkey and take Introduction to Computers Course. During the application, students took the lesson face to face, online and blended. Blended learning environment has been designed in the form of online material sharing, forum, exam, text, picture and lesson summaries supported by videos. Following the training, a scale had been applied to the students on the effectiveness of blended learning environment. According to the results of the analysis, a significant difference between students view in relation with blended learning environment as well as online and face to face learning environments. In their answers, students have expressed that they learn more effectively in a blended learning environment.

This study analyzes students' and teachers' perceptions of after school online courses (ASOC) undertaken by an institutional private middle school, which manages several campuses across Turkey. The aim of ASOC is to support students when they are home by helping them to revise the lessons, practice topics synchronously with hundreds of other students. The results of the survey, interviews, and observations show that both students and teachers prefer face-to-face lessons to online lessons. They think that ASOC can be effective only if it is implemented in small groups with more interaction and sound instructional design with engaging methods and adequate feedback is structured for students and teachers' needs. This study may contribute to similar future research studies of online education in middle schools by revealing the upsides and downsides of this blended learning environment with recommendations offered.

There is a strong need for educators to change the way they conduct aviation education to bring up future professionals in the industry. To cope with the COVID-19 challenge, creative online distance learning approaches become necessary. This article shows how an online lab approach offers social and cognitive support for engineering students to sustain their learning. A series of learning activities including flight simulation and virtual tours were held in an online lab setting by aviation professionals and lecturers at a university in Hong Kong to 35 undergraduate engineering students. The online lab encouraged students to apply knowledge into practice and develop their theoretical and conceptual knowledge through activities. Workshops focusing on aviation laboratory education aimed at students’ development of aviation theoretical and technical knowledge, collaborative skills, fieldspecific, and practical skills. A mixed research method was employed with the use of a motivational survey, teachers’ observation, and semistructured interviews to understand students’ learning perceptions. This study found that the online laboratory activities could effectively motivate students to learn about aviation and improve their aviation knowledge cognitively and socially. It is recommended for online engineering educators to use lab technologies to teach aviation and related disciplines for future career preparation.

Il contributo intende analizzare alcuni aspetti dell’educational technology, prestando particolare attenzione alle politiche promosse in Italia, alle competenze digitali possedute da studenti e docenti, alle metodologie innovative e agli strumenti digitali a costo zero.
Si descrive in seguito un nuovo modello progettuale per la programmazione e la realizzazione delle Unità di Apprendimento (UdA), mostrando un esempio applicativo per la letteratura latina avente quale oggetto la commedia plautina 'Miles gloriosus. Al termine dell’UdA, si propongono due compiti autentici e una nuova griglia per la loro definizione.

This paper explores a sample of data collected from a UNICEF Eastern Caribbean rapid assessment on teaching and learning during the COVID-19 pandemic in eight countries. The primary investigation method was mixed and captured data from key participants/stakeholders in education using CAPI Technology and Video Conferencing tools. Statistical analyses and qualitative thematic analysis were conducted to report on findings using Statistical Package for the Social Sciences and Nvivo Qualitative Software. The data on online teaching and learning from Barbados was selected for further review and presented an opportunity to assess the Barbadian experience against other developing and developed countries. In assessing these perceptions in a sample of primary and secondary schools, stakeholders were
generally dissatisfied with the online and blended learning modalities citing challenges relating to the equality and equity in access to devices and the enabling environment that facilities effective online teaching and learning.

Since information and communication technologies were introduced into education, the number of courses delivered in an online or blended learning (OBL) format has increased significantly. However, not all teachers are experienced in teaching in this new digital environment. While various teacher professional development (TPD) models exist, few target OBL and teachers' change processes during professional development. Therefore, this article presents a five-phase TPD process model for OBL. The five phases of the model are (a) a need for TPD for OBL, (b) the professional development strategy, (c) the teacher change associated with OBL, (d) the recognition and appreciation of these changes, and (e) the anchoring of the changes made in the teachers' everyday practice. The model presented can offer a valuable and new approach toward TPD for OBL and introduces the notion of digital capital into TPD for OBL.

Teaching Naked is a call for shifting mindsets about the way institutions of higher education package and source their product. Using the idea of removing technology from the classroom to the valuable time away from class, José Bowen argues that this redefinition can lead to a more customized educational experience for students, and actually improve their success by affording time in the classroom for maximized face-to-face learning. Constant in the book are pushes for re-examination of how colleges and universities conduct business, suggestions for success, and a generally optimistic can-do approach. Ultimately, an argument for adaptation to the needs of students in the 21st century abounds in this well-crafted book.

"Elinizdeki bu kitap, sosyal psikolojinin konularını en geniş kapsamıyla ele almakta, klasikleşmiş deneysel ve saha araştırmalarını en güncel bilimsel çalışmalarla harmanlamaktadır. Bu bakımdan, akademisyen ve öğrencilerin yararlanabileceği eşsiz bir kaynaktır. Kitapta, sosyal psikoloji konuları bölüm bölüm ele alınmıştır; ilgili kavram, terim, kuram ve araştırmalar aktarılırken her bölüm kendi içinde bir bütünlük arz edecek şekilde akıcı bir öyküsel kurguyla ve dille yazılmıştır ayrıca bu kitap; tarihsel olaylarla, edebî ve felsefi metaforlarla zenginleştirilmiştir.
Ayrıca bu kapsamlı çalışma, sadece bilimsel bir disiplinin temel konularını okuyucuya aktarmakla kalmamakta, aynı zamanda savaş, açlık, çevre gibi gerçek dünya sorunlarının sosyal psikolojik boyutlarıyla ilgili çözüm önerileri de getirmektedir. Bu bakımdan elinizdeki kitap yalnızca bir ders kitabı değil, aynı zamanda sosyal psikolojiye ilgi duyan herkesin merakla okuyabileceği bir kitaptır."

This presentation places online education in a disciplinary context, charting historical, pedagogical, institutional and cultural dimensions of e-learning. The evolution of online academic conferences is of particular relevance. Online education is seen in a broad sense, and as a pan-disciplinary set of meta-skills and knowledge beyond subject matter expertise. After the lecture, the discussion addresses the current emergency remote teaching situation globally, and what new structures are forming for online educator development events and organizations. There is much content in this PDF and links for further reading. Or see the YouTube link to listen to the Zoom recording of the presentation.

The objectives of this research were: 1 ) to find the effectiveness of the blended learning management activity package 2) to compare the learning achievement 3) to study memory retention and 4) to study the satisfaction with the blended learning activities.

Although we are aware of the shortcomings mentioned, we think that the results of the study on the effectiveness of blended education, and to increase the concentration of educational programs that contribute to the renaissance of the community, Blended Learning Programs are considered an effective starting point for students to achieve continuing education, combining the classic kinds of learning with online learning. Blended learning is one of the most popular pedagogical methods, and has received numerous researches on blended learning since its beginning in recent years, the introduction of new technological innovations to fill the gap between traditional learning and face-to-face learning. The main purpose of this study is to review and analyze the studies conducted on blended learning through thinking about the past, present and future. In this article, the researcher discussed blended learning system, showing that the use of e-learning in the role of education in general needs a period of time to be good training stage to get rid of the traditional methods, and finding easier ways and more accurate for education and evaluation, and concludes importance of blended learning in preparation for the application of e-learning , so the researcher should direct his research to this type of education so that it is applied properly scientific. Finally, the recent developments in the technology encourages students and teachers to apply blended learning in their ranks, and this is one of the questions that will be discussed in this paper in addition to the successful factors for implementing blended learning and the efficiencies needed for teachers and students to achieve blended learning. We highlighted some successful experiences regionally, globally and some successful experiences in Sudan and what future directions of blended learning systems in Sudanese higher educations. Keywords— blendedlearning, e-learning, distributed learning, blended learning environments, higher education I. INTRODUCTION With the expansion and the spread of e-learning systems, increasing demand for the use and employ them in learning it emerged several problems, including: the absence of direct social contact between the practical components of learning-teachers, students and administration which negatively affects the social contact with those components, the application of e-learning systems infrastructure needs require a high cost, in many educational systems may not be available, e-learning systems require skills in educational technology to enable teachers and students to take advantage of e-learning, the difficulty of conducting the assessment for learners when they include practical skills, and Lack of appropriate e-learning systems for students of some of the stages , as well as the lack of suitability of some curricula and courses , especially those that require students to exercise practical skills. Blended learning is a hybrid of the traditional face-to-face and an on-line learning so that instruction occurs in both classroom and an on-line, It has been acknowledged that blended instruction, is an emerging trend and it is trying to give students the advantages of each method [10], [9]. It is necessary to point out that blended learning became a natural extension of traditional classroom learning [8].

Students' feelings of relatedness (i.e., feeling connected to others) are crucial for success in any learning environment; however, online courses often limit relatedness development, either by removing spontaneous interaction (e.g., asynchronous delivery) or by introducing seemingly incompatible online and on-campus factions (e.g., synchronous hybrid delivery). It was hypothesized that the strengths of one delivery mode could offset the weaknesses of the other. The purpose of this study was to implement and evaluate an online discussion board intervention designed to scaffold relatedness development. Deci and Ryan's (1985) self-determination theory was adopted as the theoretical framework. Participants were 83 graduate students enrolled in synchronous hybrid Masters of Business Administration (MBA), Masters of Public Administration (MPA), and Masters of Aviation (MS-Avit) programs offered at a large midwestern research university. This study used a convergent parallel mixed methods approach (QUAN þ qual ¼ triangulation). The methods involved a pretest-posttest experimental design in which students were randomly assigned to either the experimental group, wherein they participated in the intervention, or the control group, wherein they attended classes without any auxiliary interactions. The results indicated that students who participated in the intervention improved their self-efficacy for developing relatedness with individuals who attended online. The qualitative analysis generated three key themes: relatedness beliefs, program delivery, and student-interface interaction. This study holds practical implications for online learning in that it explicated how a threaded discussion can be used to scaffold relatedness development. The theoretical implications of this study involved the substantiation of three key elements of SDT: the basic needs, the types of motivation, and the importance of contextual support.

„Alles Lebendige bildet eine Atmosphäre um sich her.“
(Goethe 2016, S.55)

An erster Stelle soll veranschaulicht werden, inwiefern der Atmosphärenbegriff für den Bereich der Pädagogik signifikant ist. Wie hat sich dieser, eher naturwissenschaftlicher, Terminus aus der frühen Neuzeit, der primär für die Bedeutung der Luftschicht des Erdballs benutzt wurde, in den Geisteswissenschaften eingenistet? (vgl. Bartels 2011, S.1) Welche Bedeutung wird ihm heutzutage zugesprochen? Nachdem die Atmosphäre anhand von Bollnow und Hauskeller definiert wurde, wird ein Überblick über den Gebrauch des Begriffs im umgangssprachlichen und schulpädagogischen Bereich gegeben. Unsere multimediale Gesellschaft hat diesem Atmosphärenbegriff, womöglich eine neue Bedeutung zugeschrieben. Der Bezug auf die moderne Gesellschaft wird durch das eLearning hergestellt. So werden anschließend die konstruktivistischen und kognitiven Ansätze umrisshaft auf das traditionelle Klassenzimmer und die eLearning-Plattformen bezogen. Es wird sich in erster Linie mit den Lehrenden, welche vor einer neuen Aufgabe stehen, befasst, denn der Unterschied zwischen der Atmosphäre im Klassenzimmer und auf den eLearning Plattformen, beziehungsweise dem Lernprozess in der virtuellen Gemeinsamkeit, scheint unumstritten zu sein. Aus diesem Grunde setzt sich diese Arbeit mit dem Wandel der Lehrerrolle, besonders nach der Bildungsexpansion im deutschsprachigen Raum auseinander. Mit Rogers wird ausführlicher auf den Personenzentrierten Ansatz eingegangen. Der Übergang zur Rolle des Lehrenden im virtuellen Klassenzimmer wird von dem selbstgesteuerten Lernen gegeben und es wird erläutert, inwiefern eLearning diesen Ansatz unterstützt. Die neu aufkommende Lehrerrolle wird mit Hilfe der pädagogischen Hochschule Zürich und Dr. Seufert, welche Recherchen im eLearning Bereich leitet definiert. Die Verknüpfung zwischen Klassenzimmer und eLearning bietet das „Blended Learning“, welches vorwiegend die „Face-To-Face-Education“ und das „Distance Learning“ kombiniert. Eine neue Art der Kommunikation zwischen Lehrenden und Lernenden ist auf diese Weise entstanden. Folglich nimmt dies auch Einfluss auf die Aufgabe der Lehrenden. Werden Informationen im virtuellen Raum wirklich einfacher und besser präsentiert? Zweifellos ist anzuerkennen, dass virtuelle Sphären bereits zum Alltag vieler Kinder gehören. Dementsprechend soll diese Arbeit die zukünftige Rolle der Lehrenden im neuen Klassenzimmer erforschen. Schlussendlich wird auf die Frage eingegangen inwiefern „Blended Learning“ dem personenzentrierten Ansatz oder handlungsorientiertem Ansatz zugeordnet werden kann. Abschließend wird ein Resümee die Entwicklung der Lehrerrolle zusammenfassend nachzeichnen.

This chapter synthesizes current research related to blended (hybrid) learning environments that combine online and face-to-face instruction. Research data highlights growth trends in blended learning implementation across higher education, K-12, and corporate training sectors. The development of models and theory to guide researchers is developing at a much slower pace. Current research is presented related to institutional issues (change and adoption, access to learning, cost effectiveness), student issues (learning effectiveness, engagement, satisfaction) and faculty issues (adoption, satisfaction and workload, professional development). The chapter ends with recommendations for future research related to blended learning environments.

İnovasyonun On Tipi kitabı ile inovasyon yapmak isteyenlere reçete veriliyor. Adım adım ve yalın bir şekilde inovasyonun nasıl geliştirilebileceği konusunda önemli sırlar ortaya koyuluyor. Bu kitap, özellikle teknoloji odaklı inovasyon yapmak isteyenlere yapılan hataları da göstererek uygulama ortamı oluşturuyor. Yenilik ilkelerini verirken startupların ve hatta büyük kuruluşların anlamlı ve sürdürülebilir büyüme konusundaki donanımını artırıyor. 2000'den fazla başarılı yeniliğin ortaya çıkışında önemli içgörüler sağlıyor.
Bu kitabın anlatım tarzında özel bir algoritma uygulanarak anlamlı gruplar belirlendi. İnovasyon fırsatlarını belirlemek için firmaların iç ve dış büyüme parametreleri ve performans değerleri, rakiplerini de devreye alarak şekillendirildi. İnovasyon odaklı performansın artırılabilmesi, önemli değerlendirmeler yapılabilmesi için özel ve hazır yol haritaları sunuldu. Endüstriler için de inovasyon modellerini teşhis edip yeni bir anlayış ve yöntem geliştirme imkânı sunuluyor.
Çevrimsel araştırmanın altyapısını vererek farklı ve anlamlı değişim ve dönüşümü düşündürüp kalıcı ve kullanışlı yollar uygulatarak kitabın ne kadar değerli olduğunu kanıtlıyor. Eğer kurumunuzda anlamlı ve sürdürülebilir büyümeyi inovasyon odaklı gerçekleştirmek isterseniz yenilik ilkelerinin detaylı olarak anlatıldığı İnovasyonun On Tipi kitabını okuyun.
Bu kitabın yazarlarından Larry Keeley'in tecrübelerinden yararlanmak büyük bir fırsat. Kendisi BusinessWeek tarafından inovasyon alanındaki dünya görüşünü ve paradigmaları değiştiren, yedi yenilik gurusundan biri olarak seçilmiş olup Doblin firmasının kurucusudur. Diğer yazarlar ile birlikte inovasyonun tasarlanması ve sürdürülebilir kılınması konusunda dünya çapında pek çok girişimciyi, yöneticiyi, şirketleri ve startupları etkilemiştir.

Lic. En Idiomas Extranjeros Villavicencio, Noviembre 2019 INTRODUCCIÓN La presencia de tecnologías en el mundo ha posibilitado, entre otros aspectos, múltiples formas de enseñar y aprender, combinando espacios y tiempos síncronos y asíncronos. El futuro se visualiza extendiendo las opciones de aprendizaje a otros escenarios que no sean los típicos escolares; esto, gracias a la miniaturización e integración de las tecnologías y el desarrollo de soportes móviles y las conexiones inalámbricas; ello apunta a que los alumnos puedan seguir avanzando en su formación accediendo en todo momento a través de dispositivos móviles a documentos, portafolios, foros, chats, plataformas, etcétera (Coll & Monereo, 2008).

Microsoft Excel adalah sebuah program aplikasi spreadsheet yang dikembangkan oleh Microsoft Corporation untuk sistem operasi Microsoft Windows dan Mac OS X. Microsoft Excel dapat digunakan  untuk mengorganisir, menghitung, menyediakan maupun menganalisa data-data dan mempresentasikannya ke dalam grafik atau diagram.
Microsoft Excel merupakan bagian dari Microsoft Office System. Versi terakhir dari Microsoft Excel adalah Microsoft Excel 2016 yang diintegrasikan di dalam paket Microsoft Office System 2016.
Microsoft Excel 2016 dari sisi user interface tidak jauh berbeda dari Microsoft Excel 2010 dan Microsoft Excel 2013. Pada Microsoft Excel 2016 terdapat penambahan fitur-fitur baru serta perbaikan yang dirancang agar Microsoft Excel 2016 lebih baik dan lebih mudah digunakan untuk menyempurnakan versi sebelumnya.
Buku ini dibuat untuk membantu pemula dalam mempelajari trik cepat belajar Microsoft Excel 2016 mulai dari tahapan pemula hingga menengah, dengan dilengkapi CD tutorial yang menarik. Video tutorial dibuat dengan menggunakan program Camtasia studio. Program camtasia Studio berfungsi untuk merekam seluruh kegiatan yang tampil di screen atau layar komputer (Risdianto, 2017). Penulis menyadari bahwa buku ini masih terdapat kekurangan, oleh karena itu penulis menerima saran dan masukan yang membangun atas perbaikan buku penulis. Akhir kata, penulis berharap buku ini bisa memberikan ilmu yang bermanfaat.

El objetivo principal de este trabajo es mostrar
la absoluta factibilidad y aplicación de técnicas de
enseñanza-aprendizaje propias de la educación a
distancia (e-learning) en el marco de la educación
presencial logrando, de este modo, enriquecer dicho
proceso a la vez que, de manera propedéutica, se prepara
a los niños para el uso y aprovechamiento de las TIC en
instancias superiores de aprendizaje.
Esto es porque vivimos en un mundo
hiperconectado y complejo donde la educación tiene un
papel fundamental en la formación del hombre actual
haciendo particular hincapié en la educación primaria y
su articulación con el nivel que le precede tanto como
con el que le sigue.
Por ello, en las reflexiones que siguen se tendrá en
cuenta, en primera instancia, las características de estos
tiempos posmodernos que generan enormes desafíos a
todas las estructuras existentes y, en particular, a los
sistemas educativos.
En este marco docentes y alumnos constituyen
un binomio perfecto donde, unos y otros, están íntima e
imprescindiblemente relacionados.
También se postula y defiende aquí la postura
constructivista de esta propuesta apuntando a la
idea de que se produce indefectiblemente un proceso
de alfabetización, tanto inicial como avanzada,
completándose con la llamada “alfabetización múltiple
o digital”.
Por otra parte, se tiene muy en cuenta que
todo acto educativo es, fundamentalmente, un hecho
de comunicación donde los interlocutores -de tan
particular situación comunicativa- son emisores y
receptores simultáneamente en un nuevo contexto que
llamamos “cultura digital”. De allí la importancia de
la inclusión de las TIC o tecnologías digitales en los
procesos educativos como una nueva herramienta que
apoya a la escuela en su proceso de mediación semiótica
y cultural.

Una serie di incontri, rivolti agli studenti della prima classe di un Liceo Linguistico di Viareggio, finalizzati a reinventare la didattica del latino grazie all’ausilio della gamification - spesso in BYOD -, del cooperative learning e della peer assessment. Dalla scoperta dell’augmented reality alla possibilità di esercitarsi in blended learning, dallo studio delle declinazioni in modalità flipped classroom ai modellini del Colosseo stampati in 3D, l’intento è stato quello di sviluppare nuovi processi cognitivi e nuove competenze capaci di coniugare cultura umanistica e cultura tecnologica. Nell’ottica di un sapere “multicanale e orizzontale”, questa sperimentazione ha consentito una progressiva riflessione sul metodo e un costante aggiustamento del percorso, dimostrando che la didattica di materie apparentemente “morte” come il latino può e deve reinventarsi per adeguarsi agli standard sociali e comunicativi del XXI secolo.

يهدف هذا الكتاب إلى تقديم المفاهيم الأساسية والمتخصصة لجودة تصميم المقررات الإلكترونية وفقا لمعايير مؤسسة "كواليتي ماترز" بأسلوب شيّق يتضمّن تشكيلة واسعة من الأشكال والجداول والمربعات الحوارية التوضيحية والتفاعلية، مع مجموعة من الملاحظات الخاصة والحالات العملية التي تسهم في إدراك الوضع العام لجودة المقررات الإلكترونية من واقع الخبرة العملية والمهنية للمؤلف.

The introduction of online elements to museums and cultural sites has opened up new ways for visitors to engage with the past, with nature, with culture, and all other treasures of the museum. However, docent training has lagged behind visitor-facing educational initiatives. By blending online elements into docent education programs, staff training can economize time and focus more on personal elements of interpretation. The article offers a case study of Fort Henry National Historic Site’s use of a Google Forms-based online quiz as a blended docent learning initiative, and then discusses three levels of efficiency offered by such blended docent learning.

Australian post-secondary institutions have embraced the incorporation of Learning Management Systems (LMSs) into traditional classroom-based instruction and distance learning models. Given that an increasing number of Chinese students are studying in Australia and that their experience of using LMSs in China may be very different from that in Australia, it is important to explore the issues in LMS implementation in the two countries. This literature review compares the use of LMSs in China and Australia with the aim of identifying some of the issues impacting their integration into the course offerings of post-secondary institutions in both countries. The review identifies seven main themes that influence the implementation of LMSs: LMS selection and non-financial factors; diversity of LMS deployment in Australia; the rise of MOOCs in China; the impact of culture on LMS usage; online learning and socialisation; learner and faculty expectations of online learning; and roadblocks to online learning. This review helps to identify and synthesise the issues that impact upon the ability of higher education institutions in Australia and China to integrate LMS technologies into their course offerings.

E-learning platforms are a powerful tool that provides substantial improvements in the academic performance of students in distance learning courses and constitute an important support for the acquisition of skills. This paper explores whether these advantages also apply in blended learning courses (Moodle platform), where face-to-face interactions might attenuate them. Specifically, we asked whether the usage of online resources by students in blended learning courses also influences their performance. Particularly, we focus on evaluating the acquisition of theoretical and practical knowledge. The data for our study comes from 256 students in a Business Administration course. We use regression analyses to explain how Moodle platform usage influences academic performance in terms of both types of skills. We have found that the intensity of resources usage and their variety influence learning outcomes. This beneficial effect can be moderated by learning outcomes measurement and by students' previous abilities.

This article presents a descriptive comparative study on two methods of teaching, the traditional and blended learning pedagogical approach in a Business Communication course. Forty-four (44) students from the two controlled groups were enrolled in the course for the first semester of school year 2017-2018 participated in the study. The findings indicated that respondents' performance in ENGL118 (English Composition) had an effect on their performance in BUS261(Business Communication) and there was a significant positive relationship between year level and final grade in BUS261. Therefore, it was concluded that the year level and grade in ENGL118 have correlationson student'sperformance in BUS261. The results of the assessments of the two groups were compared and indicated a significant difference in the results which was influenced by respondents' year level and mode of conducting assessments. It is further concluded, that if the characteristics of both groups were the same, blended would have been more effective than the traditional method.This study recommends adopting the blended pedagogical approach not only in BUS261 course but also to other courses as applicable.