Abstract
Blended learning has become the approach that many higher education courses use to enhance student engagement in a mix of Face to Face (F2F) and online instruction. In this issue of Journal of Educational Technology Systems, three of the articles discuss how instruction can be improved by using digital learning tools to enhance various aspects of the instructional process. Tools such as new data mining assessment systems, video feedback systems, and online enhanced language learning systems provide specific examples.
The lead article discusses an approach that integrates the benefits of e-assessments with peer study groups. The basic premises and hypotheses are that using student assessments results to pair students into remediation learning cohorts is an effective means of instruction.
With the increased use of e-assessments, pre-service teachers need to learn to make effective use the new evaluation digital tools. The second article describes the obstacles experienced by graduate students in an evaluation course.
To address the problem, interactive media and learning of the first principles of instruction are integrated in the redesign of the course.
The subject of the next article is a discussion of the capability of digital devices to present visual images that scaffold student learning. This study focuses on the potential of visual organizers for supporting students in an undergraduate marketing research course.
The focus of the fourth article is an exploration of the use of new online methods of English instructional programs with middle school students in China. This study provides data about the reading proficiency of the students.
This issue concludes with an article that reports on the impacts of three versions of an instructional software package designed for three different learning styles. The three groups are visual, auditory, and kinesthetic learners. A comparison of cognitive load perceptions of these three groups was reported.