http://dspace1.isd.glam.ac.uk:80/dspace/handle/10265/252 2013-06-19T05:56:22Z 2013-06-19T05:56:22Z Jones, Norah Chew, Esyin Jones, Catherine Lau, Alice http://dspace1.isd.glam.ac.uk:80/dspace/handle/10265/318 2012-02-24T10:20:39Z 2009-01-01T00:00:00Z

Title: Over the worst or at the eye of the storm? Authors: Jones, Norah; Chew, Esyin; Jones, Catherine; Lau, Alice Abstract: Using the analogy of e-learning as “the perfect storm”, the aim of this paper is to explore the disruptive nature of e-learning in Higher Education. Taking a Case Study of a University, the paper explores the movement from an e-intensive approach to e-learning into an on-campus blended learning approach. What are the lessons for higher education and how responsive are we to the new challenges. Is blended learning creating a new stability after change, or is it placing the University in the eye of the storm, a still small moment within an ongoing change process? This paper will present findings from the ECW project looking at the disruptive effect on such a learning organisation from student, staff and management perspectives. It will conclude by moving the focus from the e-intensive ECW project to focus on the developments during the first year of a blended learning project and the disruption endemic in such a development

2009-01-01T00:00:00Z Chew, Esyin Jones, Norah Turner, David http://dspace1.isd.glam.ac.uk:80/dspace/handle/10265/317 2012-02-27T11:27:19Z 2008-07-31T23:00:00Z

Title: Critical review of the blended learning models based on Maslow's and Vygotsky's educational theory Authors: Chew, Esyin; Jones, Norah; Turner, David Abstract: Blended learning involves the combination of two fields of concern: education and educational technology. To gain the scholarly recognition from educationists, it is necessary to revisit its models and educational theory underpinned. This paper respond to this issue by reviewing models related to blended learning based on two prominent educational theorists, Maslow’s and Vygotsky’s view. Four models were chosen due to their holistic ideas or vast citations related to blended learning: (1) E-Moderation Model emerging from Open University of UK; (2) Learning Ecology Model by Sun Microsoft System; (3) Blended Learning Continuum in University of Glamorgan; and (4) Inquirybased Framework by Garrison and Vaughan. The discussion of each model concerning pedagogical impact to learning and teaching are made. Critical review of the models in accordance to Maslow or Vygotsky is argued. Such review is concluded with several key principles for the design and practice in blended learning.

2008-07-31T23:00:00Z Chew, Esyin Jones, Norah Turner, David http://dspace1.isd.glam.ac.uk:80/dspace/handle/10265/316 2010-12-15T15:16:41Z 2007-07-31T23:00:00Z

Title: The marriage of Rousseau and blended learning: an investigation of three higher educational institutions' praxis Authors: Chew, Esyin; Jones, Norah; Turner, David Abstract: This paper sets out the central problem of current blended learning research that it does not have an appropriate focus on educational theory. The paper explains how the blended learning praxis in higher education can be understood in terms of Rousseau’s educational theory. The research methods for collecting qualitative data from 28 academics in 3 universities are explained concisely. The analysis and discussion of institutional practices are used to identify best practice for blended learning. The role of the educator and student on holistic learning are examined. Overall, the authors urge that the focal point of blended learning research should not merely focus on the innovative technology and instructional design issues; educational theories remain the fundamental foundation for any educationalist as well as for any educational technologist.

2007-07-31T23:00:00Z Chew, Esyin Jones, Norah Blackey, Haydn http://dspace1.isd.glam.ac.uk:80/dspace/handle/10265/313 2012-02-24T11:25:45Z 2009-03-31T23:00:00Z

Title: A UK case study - technology enhances educational experiences in the University of Glamorgan. Authors: Chew, Esyin; Jones, Norah; Blackey, Haydn Abstract: This paper provides a critical exploration of an institutional case study in the UK. The University of Glamorgan is one of a number of UK Higher Educational Institutions whish has taken a whole institutional commitment to blended learning. The paper use case study research method to report the educational technologies that have implemented across the institution with qualitative experiences and views. The case study aimed to provide insights which can be compared and contrasted with the experiences in other institutions to inform researchers who are attempting related development. The research also recognises the disciplinary differences and the issue of “technology in education”. It is further argued that researchers must shift the focus from technology in education to “education in technology” in the emphasis of education and pedagogy than technology alone.

2009-03-31T23:00:00Z