Factors influencing online interactions and contributors to learning in a blended learning experience at Singapore Bible College
Calvin P. C. Chong, Trinity Evangelical Divinity School, United States
Doctor of Philosophy, Trinity Evangelical Divinity School . Awarded
As theological institutions in Singapore are presented with educational options which utilize online learning spaces to complement traditional face-to-face learning spaces, they are at the same time confronted with the need to understand the inner workings of the individual parts of the online environment, the larger systemic inter-relationships that exist between the online and face-to-face segments, and the impact of online pedagogical interactions on student learning.
The present study is focused on pedagogical interactions found within the online learning environment deployed in a blended learning experience. Employing the framework proposed by Moore (1989), it sought to discover the factors influencing online learner-content, learner-instructor and learner-learner interactions, and to explore how, if at all, pedagogical interactions in the online environment contributed to course participants' learning in a blended learning class at the Singapore Bible College.
The findings revealed that there was a complex web of factors which influenced interactions in the different sections of the online learning environment in this blended learning experience. While there were pull factors reported which invited online pedagogical interactions, there were also push factors reported which demanded students interactions in the online learning spaces. In addition, while some factors reported served promotive functions which encouraged interactions, others were deterring factors which inhibited participation and reduced interactions. Furthermore, of the various interactions that occurred in the online learning environment, only selected interactions engaged in were reported to have made significant contributions to participant learning.
The research has provided thick and rich descriptions and an informed understanding into the nature of pedagogical interactions, educational processes, and learning outcomes in the online learning environment of a blended learning experience. It has revealed the ground level realities faced by both the instructor and the students and has provided a glimpse into challenges faced by an early adopter of blended theological education in Singapore. Finally, it has illustrated some of the complexities and commitments that need to be given attention for the innovation to be well implemented within the institution, and in other theological schools in Singapore for which the principle of naturalistic generalizability can be applied.
Chong, C.P.C. Factors influencing online interactions and contributors to learning in a blended learning experience at Singapore Bible College. Doctor of Philosophy thesis, Trinity Evangelical Divinity School.
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Yu-Chun Kuo & J. Nichols Eastmond, Instructional Technology and Learning Sciences, Utah State University, United States; Lynden J. Bennett, Morgan High School, United States; Kerstin E. E. Schroder, Department of Psychology, Utah State University, United States
EdMedia + Innovate Learning 2009 (Jun 22, 2009) pp. 4372–4380
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