Online ISSN: 2515-8260

Keywords : Blended Learning


IRAQI HIGHER EDUCATION DIGITIZING TRAIL DURING COVID19 PANDEMIC

Amer S. Elameer

European Journal of Molecular & Clinical Medicine, 2021, Volume 8, Issue 2, Pages 1321-1332

The study explains in depth how the Iraqi Ministry of Higher Education rescues and successfully completes the academic year 2019-2020 in very difficult and complicated circumstances. 101 Iraqi higher education institutions, with nearly 50,000 academics and more than 811,000 students.All started running, teaching, and learning unexpectedly. In less than a week, the ministry and its executives and special ministerial ICT workers will never stop returning life to the ministry of higher education institutions and raising the address of our universities, and we will return our universities and learning institutions to operate from our homes and have never stopped learning.Universities may not have true and strong infrastructure in Iraq, but we work and fully invest in what we have. After meeting the criteria for academic year expectations and reviewing what has been accomplished, a decision was made to complete it via e-exams of student accomplishments. The condition of the health society led the ministry to this decision because it was difficult to return the universities to its ordinary works to do the exams. Unique e-exams have been conceived and will begin to be carried out with postgraduate students from 14
June 2020, following the training of all 101 institutional review committees on e-exams and their procedures and mechanisms. The results obtained show us very clearly that the Ministry of Higher Education is saving the 2019-2020 academic year with a high degree of standards.For the next year 2020-2021, the ministry agreed to benefit from what has been accomplished and prepared a roadmap to improve learning productivity to implement blended learning with micro face-to-face learning. With the introduction of e-learning and lifelong learning, Iraqi society has taken a very large move towards information society.

Development And Standardization Of Constructivist Blended Instructional Paradigm For Teacher Preparation

Shakuntla Nagpal; Dinesh Kumar

European Journal of Molecular & Clinical Medicine, 2020, Volume 7, Issue 7, Pages 3385-3396

The purpose of this study was to develop a Constructivist Blended Instructional Paradigm, called as CBIP, for enhancing teaching effectiveness among prospective teachers in teacher preparation and academic performance of learners in schools. The CBIP is a harmonious blend of all pedagogical approaches (behaviorist, cognitivist and constructivist) and technology in a balanced and pragmatic manner. Theoretically, Advanced Curriculum Model of Cognitive Learning (ACMCL) which was developed in National Council for Educational Research and Training, New Delhi and experimented upon in RIEs especially in Mysore and Ajmer guided the integration process in CBIP. Constructivist Blended Instructional Paradigm draws the best from all available resources as per the Indian context & circumstances. In this, knowledge is created situationally, by using contextual support matching with the text book content. In this way, it is a blending of traditionalism and modernism, a harmonious practical combination of East & West. Thus, this paradigm is operationally defined and empirically verified as Constructivist Blended Instructional Paradigm (CBIP). The main emphasis was to develop appropriate blends and define the role of both teacher and learners in the execution of these blends. The CBIP was found to be efficacious as it has improved teaching effectiveness of prospective teachers and academic performance of learners. This model opens plenty of possibilities to solve some of the prevailing problems of Indian Education System.

A Thematic Analysis Of Instructional Design Models

Shakuntla Nagpal; Dinesh Kumar

European Journal of Molecular & Clinical Medicine, 2020, Volume 7, Issue 7, Pages 3372-3384

This paper presents the thematic analysis of around 40 Instructional Design Models (ID Models) including learning theories, instructional events and principles which has influenced the Instructional Designing (ID) process during the time period of 1930s to 2019. The primary purpose of reviewing instructional design modals is to establish that with the passage of time, many new models emerged by dwelling on the strengths and weaknesses of previous models. Reflexive thematic analysis of identified models was conducted to trace the framework and themes of their development. The theme based review analysis was organized in chronological manner. In addition to this, such continuum of analysis helps in finding the research gaps, elaboration of theoretical framework and in further designing of the practical framework of new contextual instructional models. It was found that in the process of Instructional Design development, the generic ADDIE model has influenced the development of subsequent models. The designers improved and improvised ADDIE model with the changing needs of learners and contexts. Although new theories have emerged, the socio-cultural theory, Gagne’s instructional events, and Merrill’s principles of instruction still hold significance in instructional designing. Instructional designing based on constructivist epistemology dominate the instructional procedures in TEIs. But, with the integration of Information and Communication Technology in constructivism, new ID Models have been developed which are effective with respect to specific subject, place and contexts. The focus also shifted towards developing integrated models to combine different pedagogical approaches and learning theories with technology. This integration resulted in the emergence of blended instructional designs having elements of both traditional face-two-face and online environments. In the end paper opined that the Indian contexts are entirely unique and different. The ID Models practiced here are originally not developed in Indian contexts but borrowed from western education systems. So, need is to develop ID models suiting to the Indian conditions keeping in view the various challenges originating at teacher education and school education.