scholarly journals Development of an electronic book epub 3.0 as a learning resource for blended learning IPA Terpadu

2021 ◽  
Vol 1098 (3) ◽  
pp. 032115
Author(s):  
I Nasrulloh ◽  
D Rahadian ◽  
S H Bariah ◽  
Y Purwanti ◽  
K A N Imania
Keyword(s):  
Blended Learning ◽  
Electronic Book ◽  
Learning Resource

Adoption of Blended Learning Technologies in Selected Secondary Schools in Cameroon and Nigeria

2015 ◽  
pp. 929-943
Author(s):  
Julius T. Nganji ◽  
Shawulu H. Nggada
Keyword(s):  
Secondary Schools ◽  
Blended Learning ◽  
People With Disabilities ◽  
Learning Technologies ◽  
Learning Resource ◽  
Different Types ◽  
Time Distance

Blended learning could be seen as the solution to learning resource accessibility, especially when the indicators of measure are limited to distance and time. Distance and time could be said to be the generic indicators for the measure of blended learning. However, these do not solve the problem for everyone in society. For Inclusive Blended Learning (IBL), different types of users in society should be considered in its design. This is exactly what has provoked the focus of this chapter, to investigate the position of blended learning with respect to people with disabilities. The chapter's investigation is centered on selected secondary schools in Cameroon and Nigeria.

scholarly journals Flipbook KVISOFT Teaching Development Language about the Leaf of Historical Tradition in SMA Negeri Karang Pandan

2021 ◽  
Vol 4 (1) ◽  
pp. 187-192
Author(s):  
Isa Maryati ◽  
Leo Agung ◽  
Musa Pelu
Keyword(s):  
Student Achievement ◽  
Test Data ◽  
Teaching And Learning ◽  
Female Students ◽  
Male Students ◽  
Electronic Book ◽  
Learning Resource ◽  
Post Test ◽  
Improve Student Achievement ◽  
Historical Tradition

This study aims to determine whether through the development of flipbook learning media on the material of the legacy of historical traditions can be used to improve student achievement in its function, namely as a learning resource for students in the classroom. This research method includes research and development (R&D). The subjects of this study were 36 students of class X MIPA 1 consisting of 26 female students and 10 male students. The instruments used in this study were interview sheets or questionnaire sheets and observation sheets. The results of this research are in the form of electronic books, flipbooks, legacy of historical traditions. The data taken at the time of the research are validity test data and reliability test data. Based on the results of the research, it shows that the development of flipbook learning media on the material of the legacy of historical traditions as a source of student learning is effective to improve student achievement in history subjects with the results of pre test = 67.2%, post-test 1 = 72.1%, and post. -test 2 = 78.14%. This electronic book, in the form of a flipbook, from the heritage of historical traditions, is used as a teaching and learning resource at SMA N Karangpandan.

scholarly journals Promoting extensive reading in a blended learning modality: Students’ perceptions

2019 ◽  
pp. 43-54
Author(s):  
Norma Flores-González
Keyword(s):  
Foreign Language ◽  
Blended Learning ◽  
Cognitive Processing ◽  
Quantitative Study ◽  
Instructional Delivery ◽  
Reading Process ◽  
Teaching English ◽  
Extensive Reading ◽  
Cross Sectional ◽  
Learning Resource

Reading in foreign language is a difficult ability to foster and a boring task for some students. That is why teachers should look for attractive ways to promote it. The objective of this research is to characterize students’ perceptions towards the use of a blended learning modality to promote extensive reading, as well as to know if they consider having meaningful reading comprehension when working with it at the Bachelor of Teaching English at the Benemerita Universidad Autonoma de Puebla. To analyze this phenomenon, a cross-sectional quantitative study was accomplished with a Likert-scale questionnaire and the TOEFL examination test as instruments. The results characterize the subjects’ perceptions as identifying the blended learning modality like a suitable learning resource to promote extensive reading as well as another technology-based instructional delivery environment with special attributes that empower meaning reading-learning experiences since their tutor was available inside and outside the classroom to help them in their extensive reading process. Besides, they did extensive reading in shorter periods for specific purposes like pleasure, information, and general understanding. Finally, they found that working in this modality promotes cognitive processing if the tasks are pedagogically designed.

Adoption of Blended Learning Technologies in Selected Secondary Schools in Cameroon and Nigeria

2014 ◽  
pp. 159-173
Author(s):  
Julius T. Nganji ◽  
Shawulu H. Nggada
Keyword(s):  
Secondary Schools ◽  
Blended Learning ◽  
People With Disabilities ◽  
Learning Technologies ◽  
Learning Resource ◽  
Different Types ◽  
Time Distance

Blended learning could be seen as the solution to learning resource accessibility, especially when the indicators of measure are limited to distance and time. Distance and time could be said to be the generic indicators for the measure of blended learning. However, these do not solve the problem for everyone in society. For Inclusive Blended Learning (IBL), different types of users in society should be considered in its design. This is exactly what has provoked the focus of this chapter, to investigate the position of blended learning with respect to people with disabilities. The chapter's investigation is centered on selected secondary schools in Cameroon and Nigeria.

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