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Blended Learning Methods in Introduction to Teaching and Sociology of Education Courses at a University of Education

Copyright © 2014. 20 pages.
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DOI: 10.4018/978-1-4666-4574-5.ch006
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MLA

Ololube, Nwachukwu Prince. "Blended Learning Methods in Introduction to Teaching and Sociology of Education Courses at a University of Education." Advancing Technology and Educational Development through Blended Learning in Emerging Economies. IGI Global, 2014. 108-127. Web. 28 Jul. 2014. doi:10.4018/978-1-4666-4574-5.ch006

APA

Ololube, N. P. (2014). Blended Learning Methods in Introduction to Teaching and Sociology of Education Courses at a University of Education. In N. Ololube (Ed.), Advancing Technology and Educational Development through Blended Learning in Emerging Economies (pp. 108-127). Hershey, PA: Information Science Reference. doi:10.4018/978-1-4666-4574-5.ch006

Chicago

Ololube, Nwachukwu Prince. "Blended Learning Methods in Introduction to Teaching and Sociology of Education Courses at a University of Education." In Advancing Technology and Educational Development through Blended Learning in Emerging Economies, ed. Nwachukwu Prince Ololube, 108-127 (2014), accessed July 28, 2014. doi:10.4018/978-1-4666-4574-5.ch006

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Abstract

In recent years, the use of the Blended Learning (BL) methods has experienced worldwide uptake and is responsible for enormous changes, not only in developed country education, but in developing country education, particularly sub-Saharan Africa. Given the role that blended learning can play in educational development, educational institutions, students, employers, and governments are increasingly urged to examine the economic, demographic, and technological environments of the present so as to ensure comprehensive preparedness for the future. This study employs a questionnaire for data gathering and results are analysed quantitatively. The findings reveal a significant improvement in the use of blended learning methods to achieve effective academic performance in students. The impact of blended learning in the educational sector is thus evidenced in the changing instructional pedagogies that lead to more interactive learning processes.
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Introduction

Educational systems around the world are effective to the extent that they make use of available resources to achieve stated aims and objectives. The main objective of an educational system, irrespective of the level of education, is to offer high quality education to learners. The resources needed to provide high quality education include financial as well as human and material resources (Carrim & Shalem, 1999; Ololube, 2009). The success of any educational system also undoubtedly depends on methodological competence in the use of blended learning (BL) methods (Ololube, 2011).

Given the dramatic increase in educational methods rendered possible by technological advances, a more open and flexible approach to teaching and learning, particularly in higher education institutions where various forms of online/e-learning are taking shape, has been advocated across the globe (Fisher, 2003, Ifinedo, 2005; Ololube & Egbezor, 2009; Ebrahimi, 2012). The most frequently used blended learning format combines the face-to-face (f2f) and online delivery methods (Graham, 2006; Osguthorpe & Graham, 2003; Jackson, 2005; Nel, 2005, Ololube, 2011), with the objective of providing a resourceful and effective instructional experience. More broadly, blended learning has been invoked to explain approaches that combine several different learning delivery methods. It is also used to describe learning that mixes event-based activities, such as face-to-face classroom learning, e-learning, and self-paced learning (Graham, 2006). Blended learning has resulted in more proactive and higher quality teaching methods. Its most recent manifestation, the incorporation of Information Communication Technology (ICT) in educational settings and curriculum has significantly altered the tools, content, dynamics and expectations of teaching and learning (Ololube, 2011).

The degree to which blended learning takes place, however, and the way it is integrated into the curriculum, can vary across institutions of higher learning. Blended learning in college and university based instruction is often employed to accommodate students’ diverse learning styles and to enable them to participate fully in academic activities in ways not possible with traditional f2f classroom instruction. Blended learning has the potential to improve educational productivity by accelerating the rate of learning, taking advantage of learning time and hours more effectively, reducing the time cost-benefit scenario, and making better use of instructional materials (Heller, 2010; U.S Department of Education, 2012).

Blended learning is essential in enabling access to mainstream contemporary education. As such, it remains an important tool in Nigeria’s educational development (Ololube, 2011). Nigeria must thus be diligent in integrating ICT into its education sectors, especially tertiary education, as this level of education is at the forefront of national and regional development, charged with the production of equipped and adept human capital. Nigerian higher education institutions are preparing, albeit slowly, for these new challenges and have been sluggish in responding to calls for the expansion of blended learning services (Ifinedo, 2005; Iloanusi & Osuagwu, 2009). Globally, there is an increasing demand for more and better ICT competencies among students and faculty given rapid advances in technology and global education (UNESCO, 2008). The effectiveness or success of teachers today thus depends on how well they are prepared for their roles within a changing and challenging system (Hennessy, Harrison & Wamakote, 2010).

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Complete Chapter List

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Table of Contents
Preface
Nwachukwu Prince Ololube
Chapter 1
Patrícia Brandalise Scherer Bassani
This chapter presents a reflection on the use of social software tools to enhance the interaction between students, allowing the development of... Sample PDF
Virtual Learning Communities: Interaction in Blended Learning Using Web 2.0 Tools
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Chapter 2
Hela Miniaoui, Avneet Kaur
The term “blended learning” has gained considerable interest in recent years as a description of particular forms of teaching combined with... Sample PDF
Introducing a Teaching Innovation to Enhance Students’ Analytical and Research Skills: A Blended Learning Initiative
$37.50
Chapter 3
Sabine Moebs
While blended learning seems to be quite suitable for Small and Medium Sized Enterprises (SMEs), take-up of this learning method is not implemented... Sample PDF
Blended Learning for Learners in SMEs
$37.50
Chapter 4
Tena B. Crews, Kelly Wilkinson, Alexandria Howard
Many educational experts predict that in the future blended learning will become far more common than traditional Face-to-Face (F2F) or online... Sample PDF
Shifting a Face-to-Face (F2F) Course to the Blended Environment: A Framework for Transference
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Chapter 5
Peter James Kpolovie, Chris E. Iderima, Nwachukwu Prince Ololube
This chapter investigates the influence of computer literacy through blended learning methods on the computer-based aptitude test performance of... Sample PDF
Computer Literacy and Candidate Performance on Computer-Based Tests
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Chapter 6
Nwachukwu Prince Ololube
In recent years, the use of the Blended Learning (BL) methods has experienced worldwide uptake and is responsible for enormous changes, not only in... Sample PDF
Blended Learning Methods in Introduction to Teaching and Sociology of Education Courses at a University of Education
$37.50
Chapter 7
Erlane K. Ghani, Kamaruzzaman Muhammad, Salina Salleh
This chapter examines the successful implementation of blended learning in an intermediate financial reporting course in a public university. The... Sample PDF
Blended Learning Implementation in Accounting Discipline: A Study in a Malaysian Public University
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Chapter 8
Alex Kumi-Yeboah, William H. Young, Kankam Boadu
Distance education in Ghana is rapidly gaining recognition as a result of the increasing demand for higher education by qualified applicants, most... Sample PDF
21st Century Distance Learning in Sub-Saharan Africa: Distance and Blended Learning in Ghana
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Chapter 9
Julius T. Nganji, Shawulu H. Nggada
Blended learning could be seen as the solution to learning resource accessibility, especially when the indicators of measure are limited to distance... Sample PDF
Adoption of Blended Learning Technologies in Selected Secondary Schools in Cameroon and Nigeria: Challenges in Disability Inclusion
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Chapter 10
Angeline M. Madongonda, Sithembeni Denhere
This chapter is an attempt to investigate the possibility of integrating computer-assisted ESL (English as a Second Language) learning and teaching... Sample PDF
Corpus Linguistics: An Exploration of the Possibility of Improving ELS Learning and Teaching in the Zimbabwean High School
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Chapter 11
Adedeji Tella
The issue about globalisation is now commonplace. However, there has not been enough literature concerning its link with ICT and mathematics... Sample PDF
Globalisation, Blended Learning, and Mathematics Education: Implications for Pedagogy in Tertiary Institutions
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Chapter 12
Kennedy E. Umunadi, Nwachukwu Prince Ololube
This chapter examines blended learning and technological development in teaching and learning. This study is based around the suggestion that... Sample PDF
Blended Learning and Technological Development in Teaching and Learning
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Chapter 13
Nwachukwu Prince Ololube, Kennedy E. Umunadi, Peter James Kpolovie
This chapter explains the need to better design blended teaching and learning curricula, the need to address infrastructural problems, and the need... Sample PDF
Barriers to Blended Teaching and Learning in Sub-Saharan Africa: Challenges for the Next Decade and Beyond
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