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ERIC Number: EJ868118
Record Type: Journal
Publication Date: 2009
Pages: 11
Abstractor: As Provided
Reference Count: 21
ISBN: N/A
ISSN: ISSN-1741-5659
Applying TSOI Hybrid Learning Model to Enhance Blended Learning Experience in Science Education
Tsoi, Mun Fie
Interactive Technology and Smart Education, v6 n4 p223-233 2009
Purpose: Research on the nature of blended learning and its features has led to a variety of approaches to the practice of blended learning. The purpose of this paper is to provide an alternative practice model, the TSOI hybrid learning model (HLM) to enhance the blended learning experiences in science education. Design/methodology/approach: The Piagetian science learning cycle model and Kolb's experiential learning cycle model are used to structure the theoretical framework of this model. This HLM which is research evidence-based represents learning as a cognitive process in a cycle of four phases: Translating, Sculpting, Operationalizing and Integrating. A major feature is to promote active cognitive processing in the learner for meaningful and engaged learning proceeding from inductive to deductive and also addressing the learner's individual learning style. Thus, it is inclined towards constructivism. Findings: The paper provides students' responses in terms of blog and wiki. Practical implications: An application of this HLM to enhance blended learning experiences in science education is illustrated with an authentic example on understanding multimedia learning design in an e-learning environment for pre-service teachers. Outcomes, feedback and implications will be discussed in the context of blended learning in science education. Originality/value: The HLM contributes as an alternative practice model to a new paradigm shift in designing and enhancing blended learning experiences. (Contains 2 tables, 3 figures, and 1 plate.)
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A