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Conference Paper: Applying “First Principles of Instruction” In a Blended Learning Course

TitleApplying “First Principles of Instruction” In a Blended Learning Course
Authors
Issue Date2015
PublisherSpringer.
Citation
1st International Conference on Technology in Education (ICTE) 2014, Hong Kong, China, 2-4 July 2014. In Li, KC ... (et al) (Eds.), Technology in Education: Transforming Educational Practices with Technology: first International Conference, ICTE 2014, Hong Kong, China, July 2-4, 2014. Revised Selected Papers, 127-135. Heidelberg: Springer, 2015 How to Cite?
AbstractAbstract In this paper, we share our experience of using the “First Principles” of instruction [1] to design a blended learning course: (a) Learning is promoted when learner are engaged in solving real-world problems, (b) Learning is promoted when existing knowledge is activated as a foundation for new knowledge, (c) Learning is promoted when new knowledge is demonstrated to the learner, (d) Learning is promoted when new knowledge is applied by learner, and (e) Learning is promoted when new knowledge is integrated into the learner’s world. We describe the five “First Principles” of instruction by Merrill and identify the specific instructional activities that support each principle in either the face-to-face mode or e-learning mode. We conducted a survey study to gather students’ perspectives of the organization of the blended course as well as the ability of the blended learning course to engage student learning. Eighteen students were involved in the study. The results showed that the blended learning course was well organized to provide meaningful activities, and that the blended course provided a positive engaging learning environment for the students.
Persistent Identifierhttp://hdl.handle.net/10722/212448
ISBN
Series/Report no.Communications in computer and information science ; 494

 

DC FieldValueLanguage
dc.contributor.authorCheung, WS-
dc.contributor.authorHew, KFT-
dc.date.accessioned2015-07-21T02:36:07Z-
dc.date.available2015-07-21T02:36:07Z-
dc.date.issued2015-
dc.identifier.citation1st International Conference on Technology in Education (ICTE) 2014, Hong Kong, China, 2-4 July 2014. In Li, KC ... (et al) (Eds.), Technology in Education: Transforming Educational Practices with Technology: first International Conference, ICTE 2014, Hong Kong, China, July 2-4, 2014. Revised Selected Papers, 127-135. Heidelberg: Springer, 2015-
dc.identifier.isbn9783662461570-
dc.identifier.urihttp://hdl.handle.net/10722/212448-
dc.description.abstractAbstract In this paper, we share our experience of using the “First Principles” of instruction [1] to design a blended learning course: (a) Learning is promoted when learner are engaged in solving real-world problems, (b) Learning is promoted when existing knowledge is activated as a foundation for new knowledge, (c) Learning is promoted when new knowledge is demonstrated to the learner, (d) Learning is promoted when new knowledge is applied by learner, and (e) Learning is promoted when new knowledge is integrated into the learner’s world. We describe the five “First Principles” of instruction by Merrill and identify the specific instructional activities that support each principle in either the face-to-face mode or e-learning mode. We conducted a survey study to gather students’ perspectives of the organization of the blended course as well as the ability of the blended learning course to engage student learning. Eighteen students were involved in the study. The results showed that the blended learning course was well organized to provide meaningful activities, and that the blended course provided a positive engaging learning environment for the students.-
dc.languageeng-
dc.publisherSpringer.-
dc.relation.ispartofTechnology in Education: Transforming Educational Practices with Technology: first International Conference, ICTE 2014, Hong Kong, China, July 2-4, 2014. Revised Selected Papers-
dc.relation.ispartofseriesCommunications in computer and information science ; 494-
dc.titleApplying “First Principles of Instruction” In a Blended Learning Course-
dc.typeConference_Paper-
dc.identifier.emailHew, KFT: kfhew@hku.hk-
dc.identifier.authorityHew, KFT=rp01873-
dc.identifier.doi10.1007/978-3-662-46158-7_13-
dc.identifier.hkuros245676-
dc.identifier.spage127-
dc.identifier.epage135-
dc.publisher.placeHeidelberg-

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