The Laureate English Program: Taking a Research Informed Approach to Blended Learning

Autor/inn/en	Johnson, Christopher; Marsh, Debra
Titel	The Laureate English Program: Taking a Research Informed Approach to Blended Learning
Quelle	In: Higher Learning Research Communications, 3 (2013) 1, S.45-55 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2157-6254
Schlagwörter	Blended Learning; Educational Technology; Technology Uses in Education; Computer Literacy; Case Studies; Higher Education; Networks; English Instruction; International Cooperation; English (Second Language); Second Language Instruction; Language Proficiency; Educational Research; Competence; Student Characteristics; Academic Achievement; Faculty Development; Student Attitudes; Online Courses; College Students; College Faculty; Questionnaires + Suchen Sie Ihr Suchwort? Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Computerkenntnisse; Case study; Fallstudie; Case Study; Hochschulbildung; Hochschulsystem; Hochschulwesen; English langauage lessons; Englischunterricht; Internationale Kooperation; Internationale Zusammenarbeit; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Language skill; Language skills; Sprachkompetenz; Bildungsforschung; Pädagogische Forschung; Kompetenz; Schulleistung; Schülerverhalten; Online course; Online-Kurs; Collegestudent; Fakultät; Fragebogen
Abstract	The aim of this case study is to describe the implementation of the Laureate English Program (LEP), the consequent decision to roll out blended learning across the network, and the Laureate-Cambridge University Press research partnership. Phase 1 of the research was completed in September 2012. The goal of this first phase was to gain a general understanding of student profile, computer literacy and competence, student levels of achievement, and student feedback on their blended learning experience. Six hundred and forty-eight students and 35 teachers responded to a questionnaire, which included multiple choice questions and open ended questions requiring extended comment. The questionnaires revealed that less than 25% of the Laureate student group had ever learned a language online before, which impacted significantly on student perception and use of online learning content. Furthermore, the first phase of research has revealed the impact that a complex interplay of different factors has on the relative effectiveness of these blended programs, and it has acknowledged that research is central to informed decision making in order to provide for effective blended learning. (As Provided).
Anmerkungen	Laureate Education, Inc. 650 South Exeter Street #12, Baltimore, MD 21202. Tel: 410-843-6100; e-mail: hlrceditor@laureate.net; Web site: http://www.hlrcjournal@laureate.net
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01