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In blended learning, the internet acts as an instrument to complement traditional forms of instruction, in the belief that the incorporation of new information and communication technologies may lead to more efficient and effective education. This paper presents a study carried out in the University of Granada, during the first year of undergraduate courses, which considered a total of 1,128 students organized into 17 groups during the academic year 2009-2010 and focused on the students' voluntary use of online learning activities. The results show that the students' participation in these activities and the number of tasks completed both had a positive effect on the students' final marks. The time employed in carrying out online tasks did not influence the results achieved but the marks obtained in such activities were a significant factor. In addition, the students' respective background, rate of class attendance and interest in the subject were explanatory variables of the outcome. [ABSTRACT FROM AUTHOR]

This paper reports on the effects an experimental English as a Foreign Language (EFL) program in Second Life (SL) had on Chinese student EFL learning. The study took an evaluative approach using quasi-experimental design with participants from one Chinese university and one American university in the southeastern United States. Results indicated significant main effects between a control group and the SL group on EFL measures, as well as significant gains in total score and several subcomponents between pre-test and post test. Further analysis using a post study survey, students' blog posting, and interview transcripts revealed that the SL_EFL Program had a positive impact on students' EFL learning. [ABSTRACT FROM AUTHOR]

This paper offers an emerging interpretive framework for understanding the active role instructional designers play in the transformation of learning systems in higher education. A 3-year study of instructional designers in Canadian universities revealed how, through reflexive critical practice, designers are active, moral, political, and influential in activating change at interpersonal, professional, institutional and societal levels. Through narrative inquiry the voices of designers reflect the scope of agency, community and relational practice in which they regularly engage with faculty in institutions of higher learning. [ABSTRACT FROM AUTHOR]

Cases have been used in education through a variety of methods, such as case written analysis, case discussion, and case development. Recent case definitions and uses have extended their traditional uses. In case-based reasoning, cases are considered to represent knowledge, and the use of cases is integral to an individual’s problem-solving process. Case-based activity (CBA) builds on CBR research and theory, emphasizing the transition of novices toward experts’ reasoning and applications. The purpose of this paper is to present the theoretical assumptions and principles for designing grounded, web-enhanced CBA. Findings from recent implementations and implications for design are presented. [ABSTRACT FROM AUTHOR]