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Exploring Blended Learning to Enhance Biology Instruction—Instructional Design and Implementation
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, , Gallaudet University, United States

E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, in Montréal, Quebec, Canada ISBN 978-1-880094-98-3 Publisher: Association for the Advancement of Computing in Education (AACE), San Diego, CA

Abstract

Instruction of STEM content for deaf and hard of hearing (DHH) students has been ineffective using traditional one-pace-fits-all classroom instruction and signed lectures. Factors adversely affecting learning include a general lack of prior scientific content knowledge among learners, scarcity of learning labs to replicate real-world environment, communication difficulties caused by a lack of a universal signing standard and extensive use of fingerspelling in signed lectures, and a significant diversity in learner capability. Through an iterative process, we explored a blended learning model to intervene and used a multiple-case and multiple-year study to investigate its effectiveness. At E-Learn 2010 international conference, we presented part one of the study (in-progress then) focusing on the literature review and the research design. In this paper, we report the design and implementation of the blended instructional model and present findings and recommendations.

Citation

Wang, Q. & Solomon, C. (2012). Exploring Blended Learning to Enhance Biology Instruction—Instructional Design and Implementation. In T. Bastiaens & G. Marks (Eds.), Proceedings of E-Learn 2012--World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 1 (pp. 1344-1353). Montréal, Quebec, Canada: Association for the Advancement of Computing in Education (AACE). Retrieved October 16, 2019 from .

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