Quality of Blended Learning within the Scope of the Bologna Process

Autor/inn/en	Monteiro, Angelica; Leite, Carlinda; Lima, Lurdes
Titel	Quality of Blended Learning within the Scope of the Bologna Process
Quelle	In: Turkish Online Journal of Educational Technology - TOJET, 12 (2013) 1, S.108-118 (11 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1303-6521
Schlagwörter	Social Integration; Questionnaires; English (Second Language); Teacher Student Relationship; Foreign Countries; Electronic Learning; Content Analysis; Blended Learning; Semi Structured Interviews; Educational Quality; International Cooperation; Student Mobility; Higher Education; Communities of Practice; College Faculty; Computer Mediated Communication; Teacher Attitudes; Student Attitudes; Teaching Methods; Constructivism (Learning); Portugal + Suchen Sie Ihr Suchwort? Soziale Integration; Fragebogen; English as second language; English; Second Language; Englisch als Zweitsprache; Teacher student relationships; Lehrer-Schüler-Beziehung; Ausland; Inhaltsanalyse; Quality of education; Bildungsqualität; Internationale Kooperation; Internationale Zusammenarbeit; Student; Students; Mobility; Schüler; Schülerin; Studentin; Mobilität; Hochschulbildung; Hochschulsystem; Hochschulwesen; Community; Fakultät; Computerkonferenz; Lehrerverhalten; Schülerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	This article builds on existing data about the blended learning approach in higher education. It presents the theoretical framework and data of an empirical study conducted at the University of Porto in Portugal involving teachers who won the E-Learning Prize of Excellence in the period between 2006 and 2010. The main objective of this article is to contribute to an understanding of the value of blended learning within the scope of the Bologna Process which began in 2006 in this University. We consider blended learning as a flexible and integrated approach that combines different forms of communication in synchronous and asynchronous moments. To gather data, we conducted survey questionnaires among teachers and students as well as semistructured interviews and document analysis in a cyclical and interactive process of data collection, data reduction, data display and conclusion drawing/verifying. The research results highlight the importance of teacher intervention to create an environment that stimulates processes of cooperation, autonomy, social integration and the development of learning communities, important in this competitive world. (Contains 1 table, 1 figure, and 2 graphs.) (As Provided).
Anmerkungen	Sakarya University. Esentepe Campus, Adapazari 54000, Turkey. Tel: +90-505-2431868; Fax: +90-264-6141034; e-mail: tojet@sakarya.edu.tr; Web site: http://www.tojet.net
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10