Developing a Framework for Promoting Blended Learning (Teachnology) among Communication Students at Daystar University
The implications of emerging digital technologies and increasing interest in the computerized delivery are immense: eLearning through electronic mail, the Internet, the World Wide Web (www), and multimedia are no longer mere add-ons in education and learning. This paper is based on an action researc...
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2021
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| author | Kowuor, Rosemary Nyaole |
| author_facet | Kowuor, Rosemary Nyaole |
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| description | The implications of emerging digital technologies and increasing interest in the computerized delivery are immense: eLearning through electronic mail, the Internet, the World Wide Web (www), and multimedia are no longer mere add-ons in education and learning. This paper is based on an action research that aimed at developing a framework for achieving blended learning framework among Communication students at Daystar University, Kenya. Two-fold problem that served as a point of departure for this research was the fact that Daystar has put in place a platform for eLearning yet, only some members of faculty and students have been able to utilize this platform for learning purposes, while others find themselves less well equipped to cope with emerging technologies. The second problem area involved better understanding why some people turn to eLearning, while others do not. These variances were at the heart of the problem areas for this study. The study was based on Denscombe’s action research model and was conducted over a period of two years during which, I worked with students, as co-facilitators and peer-mentors, during every class session on rotational basis, in planning for class sessions and coming up with class activities or instructional practices that they believed would help promote active learning and critical reflection. Traditional class activities were centred on deep learning (data processing). Students did surface learning (data transfer) on the eLearning platform during their private time under the guidance of a pool of peer-mentors. Data analysis adopted Costello’s (2003, pg 57) approach that “there is a close relationship between the collection of action research data and its analysis.” After every class session, I met with the co-facilitators and their mentors to analyze the previous class sessions and designed activities for the next class. This implies that my data analysis was part of data gathering. It was a continuous process, as we reflected on learning activities during previous classes; adopted instructional practices that promoted reflective learning and discarded those that inhibited reflective learning. We designed each class activity in line with the lesson topic for each week. The study established a link between blended learning instructional practices and adoption of eLearning and recommends looking toward advancement of technology know-how and course design as strategies for promoting eLearning success among communication students at Daystar University. |
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| institution | Daystar University |
| language | English |
| publishDate | 2021 |
| publisher | ResearchGate |
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| spelling | ir-123456789-36182024-08-06T12:11:44Z Developing a Framework for Promoting Blended Learning (Teachnology) among Communication Students at Daystar University Kowuor, Rosemary Nyaole Blended Learning Communication Students Daystar University Digital technologies Computerized delivery The implications of emerging digital technologies and increasing interest in the computerized delivery are immense: eLearning through electronic mail, the Internet, the World Wide Web (www), and multimedia are no longer mere add-ons in education and learning. This paper is based on an action research that aimed at developing a framework for achieving blended learning framework among Communication students at Daystar University, Kenya. Two-fold problem that served as a point of departure for this research was the fact that Daystar has put in place a platform for eLearning yet, only some members of faculty and students have been able to utilize this platform for learning purposes, while others find themselves less well equipped to cope with emerging technologies. The second problem area involved better understanding why some people turn to eLearning, while others do not. These variances were at the heart of the problem areas for this study. The study was based on Denscombe’s action research model and was conducted over a period of two years during which, I worked with students, as co-facilitators and peer-mentors, during every class session on rotational basis, in planning for class sessions and coming up with class activities or instructional practices that they believed would help promote active learning and critical reflection. Traditional class activities were centred on deep learning (data processing). Students did surface learning (data transfer) on the eLearning platform during their private time under the guidance of a pool of peer-mentors. Data analysis adopted Costello’s (2003, pg 57) approach that “there is a close relationship between the collection of action research data and its analysis.” After every class session, I met with the co-facilitators and their mentors to analyze the previous class sessions and designed activities for the next class. This implies that my data analysis was part of data gathering. It was a continuous process, as we reflected on learning activities during previous classes; adopted instructional practices that promoted reflective learning and discarded those that inhibited reflective learning. We designed each class activity in line with the lesson topic for each week. The study established a link between blended learning instructional practices and adoption of eLearning and recommends looking toward advancement of technology know-how and course design as strategies for promoting eLearning success among communication students at Daystar University. 2021-06-14T13:01:41Z 2021-06-14T13:01:41Z 2015 Other Kowuor, R. N. (2015). Developing a Framework for Promoting Blended Learning (Teachnology) among Communication Students at Daystar University. Available on https://www.researchgate.net/publication/283316753_ https://repository.daystar.ac.ke/handle/123456789/3618 en application/pdf ResearchGate |
| spellingShingle | Blended Learning Communication Students Daystar University Digital technologies Computerized delivery Kowuor, Rosemary Nyaole Developing a Framework for Promoting Blended Learning (Teachnology) among Communication Students at Daystar University |
| title | Developing a Framework for Promoting Blended Learning (Teachnology) among Communication Students at Daystar University |
| title_full | Developing a Framework for Promoting Blended Learning (Teachnology) among Communication Students at Daystar University |
| title_fullStr | Developing a Framework for Promoting Blended Learning (Teachnology) among Communication Students at Daystar University |
| title_full_unstemmed | Developing a Framework for Promoting Blended Learning (Teachnology) among Communication Students at Daystar University |
| title_short | Developing a Framework for Promoting Blended Learning (Teachnology) among Communication Students at Daystar University |
| title_sort | developing a framework for promoting blended learning (teachnology) among communication students at daystar university |
| topic | Blended Learning Communication Students Daystar University Digital technologies Computerized delivery |
| url | https://repository.daystar.ac.ke/handle/123456789/3618 |
| work_keys_str_mv | AT kowuorrosemarynyaole developingaframeworkforpromotingblendedlearningteachnologyamongcommunicationstudentsatdaystaruniversity |