Applying TSOI Hybrid Learning Model to Enhance Blended Learning Experience in Science Education

Autor/in	Tsoi, Mun Fie
Titel	Applying TSOI Hybrid Learning Model to Enhance Blended Learning Experience in Science Education
Quelle	In: Interactive Technology and Smart Education, 6 (2009) 4, S.223-233 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1741-5659
DOI	10.1108/17415650911009191
Schlagwörter	Electronic Learning; Feedback (Response); Constructivism (Learning); Web Sites; Cognitive Style; Electronic Publishing; Experiential Learning; Learning Processes; Learning Experience; Science Education; Models; Preservice Teacher Education; Educational Technology; Blended Learning; Multimedia Instruction; Internet; Instructional Design; Web Based Instruction; Computer Assisted Instruction; Computer Mediated Communication; Case Studies; Instructional Effectiveness; College Students; Piagetian Theory; Stoichiometry; Preservice Teachers + Suchen Sie Ihr Suchwort? Web-Design; Cognitive styles; Kognitiver Stil; Elektronisches Publizieren; Experiental learning; Erfahrungsorientiertes Lernen; Learning process; Lernprozess; Lernerfahrung; Naturwissenschaftliche Bildung; Analogiemodell; Lehramtsstudiengang; Lehrerausbildung; Unterrichtsmedien; Multimediales Lernen; Lesson concept; Lessonplan; Unterrichtsentwurf; Web Based Training; Computer based training; Computerunterstützter Unterricht; Computerkonferenz; Case study; Fallstudie; Case Study; Unterrichtserfolg; Collegestudent; Stöchiometrie
Abstract	Purpose: Research on the nature of blended learning and its features has led to a variety of approaches to the practice of blended learning. The purpose of this paper is to provide an alternative practice model, the TSOI hybrid learning model (HLM) to enhance the blended learning experiences in science education. Design/methodology/approach: The Piagetian science learning cycle model and Kolb's experiential learning cycle model are used to structure the theoretical framework of this model. This HLM which is research evidence-based represents learning as a cognitive process in a cycle of four phases: Translating, Sculpting, Operationalizing and Integrating. A major feature is to promote active cognitive processing in the learner for meaningful and engaged learning proceeding from inductive to deductive and also addressing the learner's individual learning style. Thus, it is inclined towards constructivism. Findings: The paper provides students' responses in terms of blog and wiki. Practical implications: An application of this HLM to enhance blended learning experiences in science education is illustrated with an authentic example on understanding multimedia learning design in an e-learning environment for pre-service teachers. Outcomes, feedback and implications will be discussed in the context of blended learning in science education. Originality/value: The HLM contributes as an alternative practice model to a new paradigm shift in designing and enhancing blended learning experiences. (Contains 2 tables, 3 figures, and 1 plate.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10