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Developments in Blended Learning

100%

Hofmann A.

nr 9(692)

13-20

The purpose of this paper is to provide a concise introduction to blended learning. In this paper, the author gives a brief summary of the historical movements in the field of academic and organizational learning that finally led to the development of blended learning, and provides several definitions of term blended learning, which is not yet clearly defined by academic writing. Finally, the paper introduces a blended learning model outlined by Baldwin-Evans (2006) which is augmented with collaborative components as found in communities of practice to enhance informal learning and learning sustainability.

Wyniki wdrożenia formy blended learning na kierunku Logopedia z audiologią na Uniwersytecie Marii Curie-Skłodowskiej

80%

Bombol-Lagha M. , Śliwa L.

2012

nr 5 (47)

57-61

Increasing educational activity of the Institute of Physiology and Pathology of Hearing creates the necessity of implementing more effective teaching methods with the use of telemedia and Internet-based applications. Such methods are especially crucial for audiological education, including university studies conducted in co-operation with the UMCS University in Lublin, and recently opened College of Audiology. The aim of the work is the development of methods and materials for distant learning associated with the subjects presently held by the Institute Acoustics Fundamentals, Psychoacoustics, Medical Technology, Audiometry, Hearing Screening, etc. Assessment methods were also developed, as well as the methods of evaluation of effectiveness of educational process. The LMS (Learning Management System) platform and teleconferencing systems available at the Institute were used as means for data exchange, communication and management of the studies. The evaluation of studies' results shows that an application of e-learning methods reduces costs, facilitates contacts between teachers and students and provides better access to information, without deteriorating competences and skills gained by the students in the teaching process. These methods are worth implementing on a wider scale at all levels of audiological education.