Evaluation Blended Learning Model in Higher Education

Author(s):  
Ratna Sari ◽  
Togar Alam Napitupulu ◽  
Rudy
2020 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Donnie Adams ◽  
Mabel Hwee Joo Tan ◽  
Bambang Sumintono

Purpose Teaching and learning are being transformed by digital technology, where the present generation of students, termed millennials, are more adept with the increasingly digitalised world we live in. Following this, lecturers and institutions are adapting and adopting a blended learning model across disciplines, which now commands an entire domain of research and application. However, questions remain about how ready students are for a blended learning model of instruction. The purpose of this study is to investigate students’ readiness for blended learning in a leading Malaysian private higher education institution. Design/methodology/approach This study used a non-experimental quantitative research design. Data were gathered from a sample of 274 pre-university and undergraduate students using the blended learning readiness engagement questionnaire. Data was analysed using WINSTEPS Rasch model measurement software to determine the validity and reliability of the instrument. Descriptive statistics (mean and standard deviation) scores, (logit) value of the item and (logit) value of a person was used to examine students’ readiness for a blended learning model of instruction and specifically assess their readiness based on gender, age, ethnicity and field of study. Findings Findings indicate that students were ready for blended learning. Further analysis indicated there were differences in students’ readiness for blended learning based on gender, age, ethnicity and field of study. Originality/value This study provides insight into students’ readiness towards blended learning in a leading Malaysian private higher education institution, discusses implications for blended learning practices and offers recommendations for future research.


Author(s):  
Nurfina Aznam ◽  
Jumadi Jumadi ◽  
Heru Nurcahyo ◽  
Yusman Wiyatmo ◽  
Riki Perdana

In higher Education, Graduate Students have a special characteristic of the learning process. Especially in the new normal era, Higher Education needs the best learning model that fits and comfortable for graduate students. This study aims to examine the effectiveness of Blended Learning with Peer Tutor (BL-PT) for graduate students in the new normal era, especially on the aspect of motivation and service satisfaction. It is descriptive quantitative research with the random sampling technique. In addition, this study also examined whether the level of satisfaction had an effect on student motivation in learning in the new normal period. There were 43 Graduate Students from Graduate School Program, Yogyakarta State University as participants in this study. The technique of data analyses was used comparative-descriptive and paired sample t-test using SPSS 24. The study reveals: (1) The BL-PT model has a positive impact on students motivation and service satisfaction of Higher Education; (2) there is not a significant difference in students motivation of male and female graduate students; (3) there is no significant difference of students service satisfaction level after learning with BL-PT. Learning with the BL-PT model can be an alternative for policymakers, Higher education Institution, and lecture to solve the learning model that fit and comfortable with graduate students in the New Normal Era


2021 ◽  
Vol 25 (4) ◽  
pp. 646-660
Author(s):  
Gavriil A. Agarkov ◽  
Daniil G. Sandler ◽  
Anastasia D. Sushchenko

Introduction. The forced transition of Russian universities to distance learning in 2020 and accelerated digital transformation of educational processes in higher education are the first effects of the COVID-19 pandemic. A key aspect of measuring higher education quality is the perception of its formats by students as university change agents. The aim of the study is to identify the factors that determine the applicants’ positive attitude to learning that includes online elements in the context of the Russian universities’ transition to the blended learning model. Materials and Methods. The empirical base of the research includes the results of an online sociological survey conducted among the applicants for Ural Federal University undergraduate and graduate programmes in 2021. The methods of classification, factor analysis, and coefficients of pair correlations were applied. Additionally, for comparison, data from 2015 for a similar sample (1st year bachelor’s degree students) were used. Results. Positive attitudes towards online and blended learning are gradually increasing. The factor analysis of data from 2021 showed that applicants who support the online and blended learning include: those aspiring for master’s degree upon completing their bachelor’s degree course; those who choose their degree field rationally – men who apply for a state-funded education in any Russian university (including participants of federal contests – ‘Academic Olympics’). The above groups are formed mainly under the influence of external factors. Another group includes those oriented towards self-realization – women who choose their degree field relying on their personal inclinations for a future profession (the influence of internal factors). Discussion and Conclusion. The research results contribute to the development of scientific ideas about the blended learning model and emphasize the value of institutional research based on feedback from university students for making informed management decisions on change. The materials of the paper will be useful when designing the educational process in the Russian universities’ transition to the blended learning model.


Author(s):  
Sang My Tang ◽  
Hung Nguyen Tien

In the era of digital technology, higher education in Vietnam should plan strategies for developing a blended learning model, in which, besides improving face-to-face learning activities, investing in online learning activities is a strategic goal not only to expand the learners’s market share but also to transform the training model to use technology for modifying and improving the quality of education. The paper focuses on the study of forms and levels of combined learning models, discussing the situation and solutions for applying blended learning models to higher education institutions in Vietnam.


2018 ◽  
Author(s):  
Z Mawardi Effendi

One of the main problems of the development of higher education in Indonesia is how to increase public participation that is usually reflected by the gross enrollment ratio (GER). One of the government's programs to increase access to higher education is to utilize distance learning (DL) as one of the model of instruction. The legal protection to implement the DL has been available namely Law No. 12 Year 2012 on Higher Education and, Regulation of Ministry of Education and Culture No. 109 Year 2013 on the Implementation of Distance Learning in Higher Education. In addition to the Open University (UT), there have not been a lot of Indonesian universities who develop and use DL as a learning model. This article conveying an experience of developing a not only valid, but also an effective blended learning model of instruction in the State University of Padang, in effort to expand access to higher education and finding alternative learning models to overcome the limitations that are owned by an institution of higher education


2018 ◽  
Vol 15 (Number 2) ◽  
pp. 227-256 ◽  
Author(s):  
Donnie Adams ◽  
Bambang Sumintono ◽  
Ahmed Mohamed ◽  
Nur Syafika Mohamad Noor

Purpose - Blended learning is rapidly emerging as a domain for practice and research. Across disciplines and contexts, at individual instructor and institution levels, educators are experimenting with the blended learning model of instruction. The current generation of learners have been referred to as ‘digital natives’ in reflection of their apparent ease and familiarity with digital technology. However, questions remain about how ready students are for a blended learning model of instruction. The purpose of the study was to investigate students’ readiness for a blended learning model of instruction in a leading Malaysian higher education institution. Methodology - The study employed a non-experimental quantitative research design. Data were gathered from a sample of 235 undergraduate and 131 postgraduate students using the Blended Learning Readiness Engagement Questionnaire (BLREQ). The data was analysed using the WINSTEPS Rasch model measurement software to determine the validity and reliability of the instrument. Differential Item Functioning (DIF) analysis was also used to identify responses based on students’ demographic profiles. Findings - Findings identified that students were ready for blended learning. Further analysis indicated that there were differences in students’ readiness for blended learning based on gender, age, ethnicity, field of study, and level of education. Significance - This study provides insights on students’ readiness towards blended learning, particularly in the Malaysian context, discusses implications for blended learning practices in higher education institutions, and offers recommendations for future research.


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