scholarly journals Developing a contextualised blended learning framework to enhance medical physics student learning and engagement

2020 ◽  
Vol 72 ◽  
pp. 22-29
Author(s):  
Iwona Czaplinski ◽  
Andrew L. Fielding
Keyword(s):  
Blended Learning ◽  
Student Learning ◽  
Medical Physics ◽  
Learning Framework

scholarly journals Evaluating computer-based simulations, multimedia and animations that help integrate blended learning with lectures in first year statistics

2011 ◽  
Vol 27 (2) ◽  
Author(s):  
David L. Neumann ◽  
Michelle M. Neumann ◽  
Michelle Hood
Keyword(s):  
Blended Learning ◽  
Student Learning ◽  
First Year ◽  
Negative Attitudes ◽  
Learning Framework ◽  
Integration Of Technology ◽  
Statistics Course ◽  
Real World Applications ◽  
Computer Based ◽  
Enhance Student Learning

<span>The discipline of statistics seems well suited to the integration of technology in a lecture as a means to enhance student learning and engagement. Technology can be used to simulate statistical concepts, create interactive learning exercises, and illustrate real world applications of statistics. The present study aimed to better understand the use of such applications during lectures from the student's perspective. The technology used included multimedia, computer-based simulations, animations, and statistical software. Interviews were conducted on a stratified random sample of 38 students in a first year statistics course. The results showed three global effects on student learning and engagement: showed the practical application of statistics, helped with understanding statistics, and addressed negative attitudes towards statistics. The results are examined from within a blended learning framework and the benefits and drawbacks to the integration of technology during lectures are discussed.</span>

scholarly journals Can blended learning and the flipped classroom improve student learning and satisfaction in Saudi Arabia?

2016 ◽  
Vol 7 ◽  
pp. 281-285 ◽  
Author(s):  
Muhammad R. Sajid ◽  
Abrar F. Laheji ◽  
Fayha Abothenain ◽  
Yezan Salam ◽  
Dina AlJayar ◽  
...  
Keyword(s):  
Saudi Arabia ◽  
Blended Learning ◽  
Student Learning ◽  
Flipped Classroom ◽  
Improve Student Learning

scholarly journals Student Course Evaluations In Traditional And Blended Courses: A Case Study

2011 ◽  
Vol 4 (1) ◽  
Author(s):  
Gadis Nowell
Keyword(s):  
Blended Learning ◽  
Student Satisfaction ◽  
Student Learning ◽  
Cost Benefit Analysis ◽  
Research Question ◽  
Cost Benefit ◽  
Course Satisfaction ◽  
Future Research ◽  
Traditional Learning ◽  
Net Benefit

It is generally held that blended learning is gaining acceptance and being adopted at college campuses throughout the U.S.  Accompanying this trend has been an expansion of the research efforts in this area. These efforts have been guided mainly by the five pillars of the Sloan Consortium Quality Framework (Sloan-C) and two large questions.    One question is, “Is blended learning better than other learning environments?"   In this study, this question was examined from the perspective of the Sloan-C's student satisfaction pillar.  The research question was stated as follows:  “Is the level of student course satisfaction generated by blended learning higher than that which is generated by traditional face-to-face classroom learning?”  The results of this study revealed "no differences" between blended and traditional learning on the student course satisfaction variable.  In this regard, it is important to note that this finding of "no differences" is consistent with the existing research findings on student learning effectiveness as well.  Given this combined evidential pattern the following question is relevant and has implications for future research efforts in this area:  "Within the context of cost/benefit analysis, why should an institution invest the additional resources needed to effectively implement a blended format when, in accordance with the existing research evidence, there is little or no net benefit in terms of its impact on students; i.e., either in terms of student satisfaction or student learning?".

scholarly journals Outcomes-Based Assessment and Learning: Trialling Change in a Postgraduate Civil Engineering Course

2017 ◽  
Vol 14 (1) ◽  
pp. 25-44
Author(s):  
Tamer El-Maaddawy ◽  
◽  
Christopher Deneen ◽  
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Direct Evidence ◽  
Civil Engineering ◽  
Indirect Evidence ◽  
Assessment Instruments ◽  
Learning Framework ◽  
Assessment Tasks ◽  
Master Level ◽  
Teaching Learning

This paper aims to demonstrate how assessment tasks can function within an outcomes-based learning framework to evaluate student attainment of learning outcomes. An outcomes-based learning framework designed to integrate teaching, learning, and assessment activities was developed and implemented in a civil engineering master-level course. The assessment instruments for this course were designed together to form a deliberate, balanced, and practical approach to evaluating student attainment of learning outcomes within the outcomes-based learning initiative. Direct evidence of student learning was derived through analysis of student results in assessment tasks constructively aligned with intended outcomes of learning. Student feedback provided indirect evidence of student attainment of learning outcomes and confirmed the effectiveness of the learning approach implemented in the course under investigation. Results of the direct assessment instruments were, generally, consistent with the student self-perception confirming achievement of learning outcomes. Students tended, however, to overestimate the level of attainment of learning outcomes. Results of the present study are anticipated to assist educators and researchers to efficiently and effectively implement and evaluate outcomes-based learning in higher education thus improving educational quality and student learning

scholarly journals The effect of project-based blended learning (PJB2L) learning model on students learning outcomes

2021 ◽  
Vol 3 (4) ◽  
pp. 268
Author(s):  
Mira Juwita Eva Distyasa ◽  
Elizabeth Titiek Winanti ◽  
I G P Asto Buditjahjanto ◽  
Tri Rijanto
Keyword(s):  
High School ◽  
High School Students ◽  
Blended Learning ◽  
Student Learning ◽  
Learning Outcomes ◽  
Student Learning Outcomes ◽  
Learning Model ◽  
Vocational High School ◽  
School Students ◽  
Variable Model

The main problem in education today is the lack of effectiveness in the learning process. This can be seen from the average student learning outcomes which are always still low. Especially for vocational high school students who emphasize learning skills in order to produce work-ready graduates, but it is inversely proportional to the facts in the field. Low learning outcomes are indicated because the learning conditions are still conventional (lectures, practicum, and discussions) where teachers are still a source of learning (teacher centered). This study aims to determine the effect of the project based blended learning model on learning outcomes of vocational high school students. This research was conducted through a literature review and relevant research results and was continued through a Focus Group Discussion (FGD). From the research it was found that there was a significant positive influence between the variable model of project based blended learning and student learning outcomes, which means that student learning outcomes can be improved through the application of a project based blended learning model.

scholarly journals Blended Learning between Team Games Tournament and Web-Based Module to Improve Students’ Competency of Light Vehicle Programs

2019 ◽  
Vol 2 (1) ◽  
pp. 1
Author(s):  
Robby Wijaya ◽  
Widiyanti Widiyanti ◽  
Syarif Suhartadi ◽  
Basyirun Basyirun
Keyword(s):  
Blended Learning ◽  
Student Learning ◽  
Vehicle Engineering ◽  
Web Based ◽  
Average Value ◽  
Team Games ◽  
Light Vehicle ◽  
Interesting Learning ◽  
Learning Team ◽  
Student Competencies

Education plays an important role in printing Human Resources (HR), includingvocational schools. Learning methods and the availability of learning resources becomes very important and needed. The existence of the internet needs to be utilized to create innovative and interesting learning. The research method used is Classroom Action Research (CAR) which aims to determine the effect of the implementation of the blended learning team games tournament (TGT) and the Web-Based Module as an Effort to Increase the Achievement of Student Competencies in the Light Vehicle Engineering Program. The study was onducted in class X TKR 1, SMKN 1 Singosari in the 2017-2018 school year as many as 32 students. The treatment is given consisted of Action 1and Action 2 by observing the activities of the teacher, students, and post-test scores. In the pre-action, the percentage of completeness obtained was 67.74% while the Minimum Completeness Standard was 75%. After action 1, the achievement of student competence reached 93.5% with an average value of 86.53. While in Action 2, student learning completeness was 87.09% with an average value of 81.3. From the two actions implemented, it is found that the average results are above the minimum standard of a predetermined value of 75. The application of blended learning can improve student learning outcomes because the learning process is more interesting, active and innovative. students are more enthusiastic and happy with the learning model. With the tournament, students are trained to be responsible, care for friends, study independently and compete healthily. The application of Blended Learning team games tournament (TGT) and Web-based modules are recommended to be applied to other subjects because it is proven to be able to increase the achievement of student competencies and to be creative, innovative and interesting method.

Undergraduate Student Perception of Caring and Trust

2019 ◽  
pp. 23-43
Author(s):  
Pamela Lee Grant
Keyword(s):  
Adult Learning ◽  
Student Learning ◽  
Undergraduate Student ◽  
Student Perception ◽  
The Self ◽  
Self Directed Learning ◽  
Learning Framework ◽  
Directed Learning ◽  
The Relationship

The purpose of this chapter is to provide information about the use of caring and trust within the undergraduate classroom as it may apply to self-directed learning. Some evidence of the relationship between caring and trust is provided through a recent study by the author. Malcolm S. Knowles' Designs for Adult Learning demonstrates the use of both caring and trust within the self-directed learning framework. The method used by Knowles takes a caring approach to student learning that is based in trust between the educator and student.

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