Reflections on experiences of blended learning among leading countries in this field: Lessons for Iranian Higher Education
Notice bibliographique
Résumé
The purpose of this study is to examine the experiences of top universities in the field of blended education in different countries in order to develop and improve the quality of Blended education in Iran’s universities. Blended learning as the third wave of learning environments, afterwards face-to-face and electronic environments in universities and educational organizations to respond to changes in society (including and most importantly, the pandemic of Covid-19 virus) with the aim of enhancing the quality of learning, border on expanding the scope of coverage and cost reduction. In order to reach appropriate solutions in this field, the researcher has used the qualitative research approach and the comparative study method. The selection of top universities (Boston of USA, York of Canada, Manchester of England, Hong Kong education of China, Open University of Malaysia) in the field of blended education based on the official reports of the Times (2021), which considers teaching and learning in the Covid pandemic era and online education, and ranks universities. This approach is aligned with the purpose of the study and made the selection of universities possible for this study. In addition to the ranking of universities, geographical distribution and availability of data were considered in this regard. Count on theoretical foundations, specifically in the realm of the exploratory community, in addition to examining the concept and approach of the university to Blended education, categories such as the structure of the higher education system, the type of university, policies and strategies, management style, educational resources, educational and technological supports, teaching style, the tools and evaluation system were selected and then George Brody's four-stage model was used to analyze the collected data. The findings show that all five universities have officially presented a specific and systematic definition of Blended education and in this regard targeted activities such as the development of technological infrastructure, educational and technological supports, efficient teaching methods according to the nature of Blended education in this course have followed. As a result, a look at the structure and type of the higher education system of these universities illustrate that those who have enjoyed more independence have predicted a more creative planning and strategy in relation to the studied components. The support system in all five universities is prepared according to the cultural and social conditions of the audience. Teaching and face-to-face interactions between students and professors are carried out in regional units, and it is in this regard that students can benefit from professors' guidance in online classes and using software capacities during offline training. In all the studied universities, formative and final evaluation have been used to monitor the quality of the course. According to the results and these three strategies (educational changes, social changes, and cultural changes), and taking into account the existing infrastructure of virtual education in Iran, some lessons have been proposed for Blended education in Iran’s universities.
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Comment cette classification a été obtenuedéplier
Prédiction machine sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Le volet Gemma est une étiquette directe du modèle pour chaque travail de la base, lue sur la notice réduite au titre. Le volet Codex est un classifieur appris des 10 348 étiquettes directes de Codex et calibré sur les taux pondérés de l'échantillon; les champs sans appui suffisant ne portent aucun appel Codex. Le mode candidate est l'union des deux volets; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont pas des étiquettes humaines.
Scores du classifieur distillé par catégorie (deux têtes)
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,013 | 0,015 |
| Méta-épidémiologie (sens strict) | 0,001 | 0,000 |
| Méta-épidémiologie (sens large) | 0,001 | 0,001 |
| Bibliométrie | 0,001 | 0,002 |
| Études des sciences et des technologies | 0,016 | 0,009 |
| Communication savante | 0,014 | 0,007 |
| Science ouverte | 0,002 | 0,014 |
| Intégrité de la recherche | 0,004 | 0,008 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,007 | 0,002 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule source (Gemma direct ou Codex distillé), pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».