scholarly journals Blended Learning Methods in Specialization Graduate Courses Improve the Knowledge Gain Metric

2020 ◽  
Vol 8 (3) ◽  
pp. 1
Author(s):  
Caíque Costa Dias ◽  
Júlio César André ◽  
Emerson Roberto dos Santos ◽  
Heloísa Cristina Caldas ◽  
Sérgio Luíz Aparecido Brienze ◽  
...  
Keyword(s):  
Blended Learning ◽  
Learning Strategies ◽  
Information And Communication Technologies ◽  
Learning Process ◽  
Health Sciences ◽  
Knowledge Gain ◽  
Learning Methods ◽  
Face To Face ◽  
Online Forms ◽  
Teaching Learning

Information and communication technologies (ICT) have been proven beneficial in teaching of health sciences courses. Combined e-learning strategies with face-to-face activities, among others, are defining characteristics of a new learning perspective called blended learning methods. The paucity of data to confirm the benefits of online forms of learning, in isolation or as a part of a blended learning method, indicates that more studies are still required to assess their influence on the teaching-learning process. This study measured knowledge gained using face-to-face (FtFA) and distance educational on virtual learning environments (DA-VLE) strategies in health sciences. For two consecutive years, FtFA and DA-VLE education strategies were used in a discipline of specialization graduate course, each discussing two topics. The knowledge gained using each strategy was assessed for each topic using a pre (PT) and post-test (PoT). The performance frequency (PF) of participants was categorized based on the number of correct answers in each assessed. The PF frequency increased between the PA and PoT in both strategies (FtFA and - DA-VLE), although higher scores were observed in DA-VLE strategies when compared to FtFA strategies. These data indicate that such strategies, within this context, are vital, and can bring benefits to the teaching-learning process in combination.

scholarly journals Teaching and Learning Process During the Covid-19 Pandemic

2021 ◽  
Vol 10 ◽  
pp. 81-84
Author(s):  
Maulinda Anjarsari ◽  
Muhlasin Amrullah
Keyword(s):  
Learning Strategies ◽  
Learning Process ◽  
Teaching And Learning ◽  
Data Retrieval ◽  
Research Process ◽  
Learning Activities ◽  
Learning Methods ◽  
Face To Face ◽  
Using Data

This research discusses the teaching and learning process that was implemented in the midst of the Covid-19 pandemic situation. Analyzing among others learning strategies, learning methods, media used and evaluation. In the process of this research using data retrieval techniques in the form of interviews, observations, photos during the research process is conducted. This research aims to find out how the teaching and learning process conducted by SD Muhammadiyah 1 Candi Sidoarjo in the midst of the Covid-19 pandemic. The results show that there are several slightly different strategies and media in the teaching and learning process that take place. One of them is the implementation. Before the pandemic the teaching and learning process was carried out normally face-to-face. However, during a pandemic like this the learning process is done online. But the learning process or learning activities such as the pray when going to start the learning process is still carried out such as reading prayers, singing songs and so on. Everything is the same as when normal learning is just the implementation online or virtual.

scholarly journals Una experiencia de aprendizaje en en nuevo contexto del EEES : el caso del Webinar de SICODINET sobre modelización con hoja de cálculo para la información de gestión empresarial

2007 ◽  
pp. 81
Author(s):  
Begoña González Pérez ◽  
Enrique López González ◽  
Cristina Mendaña Cuervo
Keyword(s):  
Higher Education ◽  
Information And Communication Technologies ◽  
Learning Process ◽  
Communication Technologies ◽  
European Higher Education Area ◽  
Face To Face ◽  
New Information ◽  
Information And Communication ◽  
European Higher Education ◽  
Teaching Learning

Los cambios en la educación universitaria que propicia el Espacio Europeo de Educación Superior implican nuevas adaptaciones en el proceso de enseñanza-aprendizaje ya que el objetivo primordial pasa a ser"aprender a aprender. En este contexto, se necesitan nuevos medios que faciliten el desarrollo de tales cambios, que permitan realizar actividades adicionales a la enseñanza presencial. Así, las nuevas Tecnologías de la Información y la Comunicación constituyen herramientas que posibilitan tales transformaciones. En este sentido, tos Espacios Virtuales de Aprendizaje (EVA) posibilitan la creación de comunidades sociales donde se intercambian conocimientos. Este trabajo se centra en el EVA SICODINET que se ha diseñado en torno a las asignaturas del perfil de Contabilidad de Costes y de Gestión de la Universidad de León. Concretamente se profundiza en la experiencia del seminario en línea (Webinar) sobre hoja electrónica de cálculo celebrado durante tres años, sus características, la metodología seguida, los resultados obtenidos y las lecciones aprendidas con esta iniciativa.<br /><br />The European Higher Education Area has caused changes in higher education, what involves new adaptations in the teaching-learning process because now the main aim is "learn to learn". So, new means are needed for making easy these changes and designing other activities, besides face to face classes. New Information and Communication Technologies (ICTs) are tools which make easy these transformations. In this senseThe European Higher Education Area has caused changes in higher education, what involves new adaptations in the teaching-learning process because now the main aim is "learn to learn". So, new means are needed for making easy these changes and designing other activities, besides face to face classes. New Information and Communication Technologies (ICTs) are tools which make easy these transformations. In this sense the creation of social communities where knowledge is exchanged. This paper analyzes the VLS SICODINET which has been designed around Cost and Management Accounting subjects in the University of León. Specifically the Web-based seminar (Webinar) about spreadsheet is studied in depth: it has been held for three years and its characteristics, the followed methodology, its results and the lessons learnt from this initiative are explained.

Professors’ perceptions and teaching-learning strategies during social isolation motivated by COVID-19

2021 ◽  
Vol 20 ◽  
pp. e3133
Author(s):  
Daniela Carine Schmitt ◽  
Diones Kleinibing Bugalho ◽  
Silvana Dalmutt Kruger
Keyword(s):  
Learning Strategies ◽  
Social Isolation ◽  
Teaching Strategies ◽  
Learning Process ◽  
Face To Face ◽  
The Social ◽  
Teaching Cases ◽  
Teaching Learning ◽  
Isolation Period

The purpose of this text is to identify the main strategies of the teaching-learning process, as well as the perceptions of professors during the period of social isolation in the context of the pandemic generated by Covid-19. The study sample consists of 52 professors from the Administration, Accounting, and Economic Sciences courses, working in four higher education institutions in the southern region of Brazil. The survey carried out through a questionnaire comprising 32 questions, collected the respondents' identification, the perceptions of the teaching process, and the teaching-learning strategies used from the insertion of classes remotely as an alternative in the social isolation period. As data treatment, descriptive statistics, and the Mann-Whitney statistical test were used, the analysis is quantitative. The results show that, for 96% of those surveyed, the disciplines took place remotely; 92% indicate pedagogical adaptations, and 76% responded that the institution offered training. The main teaching strategies used in the period of social isolation are: expository classes with the presentation of content on slides (98%); exercises with resolution (90%); case study (69%); and content-oriented research/reading (52%). The statistical analysis shows that professors who used problematization/teaching cases, debates, and games believe they have achieved the teaching-learning objectives. In the perception of 54% of professors, classes held remotely do not represent losses in students' teaching-learning process and have achieved their objectives. In general, the results demonstrate adaptation of face-to-face classes to the remote format. The findings suggest the importance of inserting technologies as teaching strategies, regardless of whether the model is face-to-face or not.

scholarly journals Blended Learning: Past and Present with Special Reference to COVID-19 Pandemic

2022 ◽  
Vol 7 (1) ◽  
pp. 61-70
Author(s):  
Aisha Shams Akhunzada ◽  
Isharat Siddiqua Lodhy ◽  
Parveen Munshi ◽  
Sakina Jumani
Keyword(s):  
Blended Learning ◽  
Special Reference ◽  
Learning Strategies ◽  
Online Teaching ◽  
Formal Institutions ◽  
Face To Face ◽  
The Past ◽  
Teaching Learning ◽  
Self Learning ◽  
New Strategies

The Clayton Christensen academy describes blended learning as a structured educational program in which a student learns at least in part into internet-based content delivery and training with some characteristic of academic supervision from home. This process involved time, place, pattern, and careful monitoring facilities. It also encouraged the learners to feel more optimistic regarding their studies. The fundamental concept of driving blended learning is that it encourages a combination of self-learning and collective communication-oriented practices. However, during COVID-19 besides virtual and non-formal institutions, the formal educational institutes also moved to blended learning. As this was a new practice for the formal instructors and learners, therefore, this study was carried out for discovering the concept of blended learning with special reference to COVID-19 pandemic and for this reason three sub purposes were; shed light on the concept of blended learning; to describe terminologies used for blended learning in the past and present with special reference to COVID-19 pandemic and to discover blended learning strategies in the past and presnt with special reference to COVID-19. This study chartered a qualitative method with succeeding in the analysis of documents related to blended learning and how this strategy was used during COVID -19 for engaging the formal instructors with their students. The Study followed the five years documents available online since 2011-20. But some documents from 2021 were also viewed for methodology.The researchers’ inquiry into 10 years of data was for the purpose to discover the past strategies of blended learning in comparison to the strategies used during COVID-19. Data were analyzed through emerging themes from the documents. Therefore, the main themes aided to interpret the results. The results exposed dissimilar terms for blended learning such as F2F, hybrid, and the online teaching-learning process.The strategies used during COVID-19 were more advanced as compared to the past years. Traditional methods of blended learning included online sessions and face-to-face classes. Microsoft, Webinar, TREAD, zoom, and Google Classroom, and other applications have been commonly used throughout the COVID-19 affected countries. The formal institutions for the teaching-learning process to carry out in COVID-19 period frequently practiced some new strategies.

scholarly journals Listening Skills for Learning German Using Blended Learning Models

2019 ◽  
Vol 2 (4) ◽  
pp. 616-621
Author(s):  
Risnovita Sari ◽  
Rina Evianty ◽  
Muhammad Amran
Keyword(s):  
Online Learning ◽  
Blended Learning ◽  
Learning Process ◽  
Language Skills ◽  
German Language ◽  
Listening Skills ◽  
Learning Models ◽  
Learning Methods ◽  
Face To Face ◽  
Face To Face Learning

Listening skills are one of the skills in learning German. Listening skills are also a very important skill in the learning process to improve German language skills. The ability to actively listen is defined as the process of actively understanding to get information, and the attitude of the speaker whose purpose is to understand the conversation objectively. In the current era of globalization many online learning methods have been applied, one of which is the Blended Learning model. Blended Learning is a combination of face-to-face learning and online learning.

scholarly journals An Effective Practice of ICT Tools in Higher Education to Improve the Teaching Learning Process

2021 ◽  
Vol 23 (06) ◽  
pp. 940-960
Author(s):  
Dr. Kendaganna Swamy S ◽  
◽  
Shaila H Kopal ◽  
Sushmitha N ◽  
Shruthi P ◽  
...  
Keyword(s):  
Higher Education ◽  
Information And Communication Technologies ◽  
Learning Process ◽  
Continuous Process ◽  
Assessment Tools ◽  
Innovative Teaching ◽  
Course Content ◽  
Information And Communication ◽  
Internet In Education ◽  
Teaching Learning

Education is a process that simplifies learning. It should be a continuous process in one’s life to attain success. Over the decades, Information and Communication Technologies (ICT) have gradually begun to play a very important role in education, with their usage in education is growing worldwide continuously. These methods allow access to information through the internet. In education, ICT is the method of teaching that uses information and communication technology to support, improve and optimize the transfer of information, in turn leading to the invention of smart education. This improves the quality of teaching, the learning process of students and ultimately facilitates e-learning. It is commonly believed that technology can empower educators and students, making substantial contributions to knowledge and achievement. This paper gives an insight into the various tools that help instructors to develop online course content using Learning Management System tools. These tools allow the instructors to conduct online classes from any location using tutor tools and desktop recording tools to record screen output for further use. The instructor can assess the students in their course using assessment tools and can also enhance teaching methods using innovative teaching tools. The paper also throws limelight on the feedback taken by the faculty as well as the students about the usage of various tools in higher education which helps in analyzing the best suitable tools.

scholarly journals Variabilitas Penggunaan Model Pembelajaran Pada Kegiatan Pembelajaran Sejarah Peminatan Kelas X IPS di Kota Depok

2020 ◽  
Vol 2 (2) ◽  
pp. 94-104
Author(s):  
Yusuf Budi Prasetya Santosa ◽  
Fahmi Hidayat
Keyword(s):  
Learning Strategies ◽  
Learning Process ◽  
Qualitative Methodology ◽  
Learning Models ◽  
History Teachers ◽  
Teachers And Students ◽  
History Teacher ◽  
The Difference ◽  
Teaching Learning ◽  
Selection Of

The use of varied learning models by history teachers will facilitate teachers and students in implementing and following the learning process. This study aims to determine the learning process and the use of learning models used by history teachers. This study uses a qualitative methodology with an observation and interview approach conducted at two high schools, Dian Didaktika High School and SMA Negeri 2 Depok. From the results of the study it can be seen, that the history teacher at the two schools has carried out the learning process using a scientific approach. There is no difference in the selection of learning strategies, both of them use the contextual teaching learning model. The difference between the two is in the selection of learning methods, where the history teacher Dian Didaktika uses the method of learning project base learning and the history teacher of SMA Negeri 2 Depok uses a method of learning outside the classroom by visiting museums.

scholarly journals PENERAPAN BLENDED LEARNING DALAM RANGKA MEMPERSIAPKAN SEKOLAH DAN MASYARAKAT UNTUK TATANAN KEHIDUPAN BARU

2020 ◽  
Vol 4 (1) ◽  
Author(s):  
Suwarno Suwarno ◽  
Teguh Pramono ◽  
Ajie Hanif Muzaqi
Keyword(s):  
Blended Learning ◽  
Learning Activity ◽  
Learning Method ◽  
Learning Methods ◽  
Great Opportunity ◽  
New Normal ◽  
Face To Face ◽  
Implementation Method ◽  
Face To Face Learning ◽  
Learning School

ABSTRACT The COVID 19 pandemic has demanded that people adapt to a new normal life, including theeducation sector. This condition is a challenge for schools and the community. To avoid thewidespread spread of the Covid-19 virus, schools must temporarily stop face-to-face learningactivities. The blended learning method is a solution to these conditions. Blended learningactivities are not only seen as a combination of online and face-to-face learning. However,this learning activity has a great opportunity to integrate innovation in educationaltechnology and can be done online or face-to-face. Besides, blended learning is a solution toanswering challenges in assembling learning and developing students' creativity. Even in thelong term, blended learning is an important requirement for every school to face a brighterfuture. The implementation method in this program consists of the planning, implementation,and evaluation stages. The partners involved in this program are a team of IT experts at theLocal Government of Kediri. Also, the partners involved are also active as speakers ofeducational technology. The results of this program are expected that teachers and schoolscan innovate in developing learning methods so that education in Indonesia will develop.Keywords: Blended Learning, School, EducationABSTRAKPandemi Covid 19 memaksa masyarakat untuk beradaptasi dengan tatanan kehidupan yangbaru tak terkecuali di dunia pendidikan. Kondisi ini menjadi tantangan tersendiri bagi sekolah,dan masyarakat. Guna menjaga dari semakin maraknya penyebaran virus Covid-19, sekolahterpaksa menghentikan kegiatan belajar tatap muka di kelas untuk sementara. Metodepembelajaran blended learning menjadi solusi di tengah kondisi seperti ini. Aktivitaspembelajaran blended learning bukan hanya dilihat sebagai kombinasi online denganpembelajaran tatap muka saja. Namun aktivitas pembelajaran ini sangat berpeluang untukmengintegrasikan inovasi di bidang teknologi pendidikan dan dapat di ajarkan secara onlinemaupun tatap muka. Selain itu, blended learning juga sebagai solusi dalam menjawabtantangan dalam merangkai pembelajaran serta pengembangan kreativitas peserta didik,bahkan dalam jangka panjang pembelajaran berbasis blended learning menjadi kebutuhanpenting bagi setiap sekolah guna menyongsong masa depan yang lebih cerah. Metodepelaksanaan dalam pengabdian ini terdiri dari tahap perencanaan, pelaksanaan, dan evaluasi.Mitra yang dilibatkan dalam pengabdian ini adalah tim tenaga ahli IT di Pemerintah Kota Kediri. Selain itu mitra yang terlibat juga aktif sebagai pembicara di bidang teknologipendidikan. Sedangkan sasaran dari pengabdian ini adalah guru dan Dinas Pendidikan. Hasildari program ini diharapkan guru dan sekolah mampu berinovasi mengembangkan metodepembelajaran agar dunia pendidikan di Indonesia semakin berkembang.Kata Kunci: Blended Learning, Sekolah, Pendidikan 

scholarly journals New Ways to Learn Geography – Challenges of the 21st Century

2018 ◽  
Vol 37 (1) ◽  
pp. 37-45
Author(s):  
Iwona Markuszewska ◽  
Minna Tanskanen ◽  
Josep Vila Subirós
Keyword(s):  
21St Century ◽  
Learning Process ◽  
Instructional Methods ◽  
Learning By Doing ◽  
Innovative Approach ◽  
International Project ◽  
Learning Methods ◽  
Approach To Learning ◽  
Erasmus Programme ◽  
Teaching Learning

Abstract The aim of the article is to get a closer overview of the non-instructional methods of the teaching-learning process of geography. To achieve this goal, the results of the international project Borderland: Border Landscapes Across Europe (undertaken in 2012 and 2013, within the framework of LLP-Erasmus Programme) was presented. Special attention was paid on the innovative approach to learning methods, namely learning by doing (LBD) that was experienced in a multinational environment during the project’s implementation.

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