Reactions, Reflections, and Responsibility: A Responsive Evaluation of an Emerging Blended E-learning Subject

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avondale-bepress-to-dspace.facultyEducation
avondale-bepress-to-dspace.peer_review_statusPeer reviewed before publication
avondale-bepress.abstract<p>In the decade since Schrum and Hong’s comment that “online learning has rapidly become a popular method of edu - cation for traditional and non-traditional students,” this approach to tertiary learning has morphed through several generational forms and platforms to the point where it has become firmly entrenched in the Australian tertiary landscape. As a broad generalization, e-learning, online, or flexible learning in many universities represents a spectrum of “information communications technology” (hereafter referred to as ICT) usage that ranges from little or no actual real-time interaction or “face-to-face” contact with associated viewing linkages such as YouTube through to teaching attempts at fully interactive programs. However, despite the numerous studies purporting the benefits of this form of study, a few voices have argued that this rapid shift has been “accepted uncritically.” Of late, there has also been a gathering chorus of research which suggests that the research base has been skewed, as it has not fully taken into account the understandings of the front-line users: the students themselves. This leads to the rationale of this article that what actually constitutes authentic “flexible learning,” its actual efficacy, and effects remain unclear. Emerging out of the context of standard online delivery is the notion of “blended learning” or “mixed mode learning.” In this learning mode, the ideal is that students retain some of the benefits of constant face-to-face interaction with peers and tutors, as well as the flexibility and less-restrictive nature of learning through technological access. However, blended learning in the Australian context has itself become situated across an ICT spectrum that ranges from the “provision of twoway communication so that the student may benefit from or even initiate dialogue” to the attempt at quasi-virtual situations of the “ClassSim” project.</p>
avondale-bepress.articleid1073
avondale-bepress.authorsPeter W Kilgour
avondale-bepress.authorsPhil Fitzsimmons
avondale-bepress.context-key6705804
avondale-bepress.coverpage-urlhttps://research.avondale.edu.au/edu_papers/71
avondale-bepress.document-typearticle
avondale-bepress.field.author_faculty_disciplineEducation
avondale-bepress.field.comments<p>Used by permission: <a href="http://jae.adventist.org">The Journal of Adventist Education </a></p> <p>This article was originally published in TEACH Journal of Christian Education and reprinted in The Journal of Adventist Education with permission of the authors.</p>
avondale-bepress.field.custom_citation<p>Kilgour, P., & Fitzsimmons, P. (2014). Reactions, reflections, and responsibility: A responsive evaluation of an emerging blended e-learning subject. T<em>he Journal of Adventist Education, 77</em>(2), 38-47.</p>
avondale-bepress.field.embargo_date2015-02-22T00:00:00Z
avondale-bepress.field.field_of_education07 Education
avondale-bepress.field.for139999 Education not elsewhere classified
avondale-bepress.field.issn0021-8480
avondale-bepress.field.issue_number2
avondale-bepress.field.journalThe Journal of Adventist Education
avondale-bepress.field.page_numbers38-47
avondale-bepress.field.peer_reviewBefore publication
avondale-bepress.field.publication_date2014-12-01T00:00:00Z
avondale-bepress.field.reportable_itemsC2
avondale-bepress.field.source_publication<p>This article was published as:</p> <p>Kilgour, P., & Fitzsimmons, P. (2014). Reactions, reflections, and responsibility: A responsive evaluation of an emerging blended e-learning subject. T<em>he Journal of Adventist Education, 77</em>(2), 38-47.</p> <p>ISSN: 0021-8480</p>
avondale-bepress.field.staff_classificationPermanent
avondale-bepress.field.volume_number77
avondale-bepress.fulltext-urlhttps://research.avondale.edu.au/cgi/viewcontent.cgi?article=1073&amp;context=edu_papers&amp;unstamped=1
avondale-bepress.keywordsevaluation
avondale-bepress.keywordse-learning
avondale-bepress.keywordsclassroom
avondale-bepress.label71
avondale-bepress.publication-date2014-12-01T00:00:00Z
avondale-bepress.publication-titleEducation Papers and Journal Articles
avondale-bepress.statepublished
avondale-bepress.submission-date2015-02-22T20:39:03Z
avondale-bepress.submission-pathedu_papers/71
avondale-bepress.titleReactions, Reflections, and Responsibility: A Responsive Evaluation of an Emerging Blended E-learning Subject
avondale-bepress.typearticle
dc.contributor.authorFitzsimmons, Phil
dc.contributor.authorKilgour, Peter W.
dc.date.accessioned2023-11-01T00:39:21Z
dc.date.available2023-11-01T00:39:21Z
dc.date.issued2014-12-01
dc.date.submitted2015-02-22T20:39:03Z
dc.description.abstract<p>In the decade since Schrum and Hong’s comment that “online learning has rapidly become a popular method of edu - cation for traditional and non-traditional students,” this approach to tertiary learning has morphed through several generational forms and platforms to the point where it has become firmly entrenched in the Australian tertiary landscape. As a broad generalization, e-learning, online, or flexible learning in many universities represents a spectrum of “information communications technology” (hereafter referred to as ICT) usage that ranges from little or no actual real-time interaction or “face-to-face” contact with associated viewing linkages such as YouTube through to teaching attempts at fully interactive programs. However, despite the numerous studies purporting the benefits of this form of study, a few voices have argued that this rapid shift has been “accepted uncritically.” Of late, there has also been a gathering chorus of research which suggests that the research base has been skewed, as it has not fully taken into account the understandings of the front-line users: the students themselves. This leads to the rationale of this article that what actually constitutes authentic “flexible learning,” its actual efficacy, and effects remain unclear. Emerging out of the context of standard online delivery is the notion of “blended learning” or “mixed mode learning.” In this learning mode, the ideal is that students retain some of the benefits of constant face-to-face interaction with peers and tutors, as well as the flexibility and less-restrictive nature of learning through technological access. However, blended learning in the Australian context has itself become situated across an ICT spectrum that ranges from the “provision of twoway communication so that the student may benefit from or even initiate dialogue” to the attempt at quasi-virtual situations of the “ClassSim” project.</p>
dc.description.versionBefore publication
dc.identifier.citation<p>Kilgour, P., & Fitzsimmons, P. (2014). Reactions, reflections, and responsibility: A responsive evaluation of an emerging blended e-learning subject. T<em>he Journal of Adventist Education, 77</em>(2), 38-47.</p>
dc.identifier.issn0021-8480
dc.identifier.urihttps://research.avondale.edu.au/handle/123456789/06705804
dc.language.isoen_us
dc.provenance<p>This article was published as:</p> <p>Kilgour, P., & Fitzsimmons, P. (2014). Reactions, reflections, and responsibility: A responsive evaluation of an emerging blended e-learning subject. T<em>he Journal of Adventist Education, 77</em>(2), 38-47.</p> <p>ISSN: 0021-8480</p>
dc.rights<p>Used by permission: <a href="http://jae.adventist.org">The Journal of Adventist Education </a></p> <p>This article was originally published in TEACH Journal of Christian Education and reprinted in The Journal of Adventist Education with permission of the authors.</p>
dc.subjectevaluation
dc.subjecte-learning
dc.subjectclassroom
dc.titleReactions, Reflections, and Responsibility: A Responsive Evaluation of an Emerging Blended E-learning Subject
dc.typeJournal Article
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