Application of Integer Programming in Maximizing the Number of Industrial Engineering Students Allowed to Attend Face-to-Face classes for Blended Learning in Mapúa University during the COVID-19 Pandemic

2020 ◽  
Author(s):  
Josua Noel D. Catubig ◽  
Kelly Argaret V. Magno ◽  
Ashley Marie N. Margate ◽  
Michael N. Young
Keyword(s):  
Integer Programming ◽  
Blended Learning ◽  
Engineering Students ◽  
Industrial Engineering ◽  
Face To Face

scholarly journals The Impact of Blended Learning Environment on Academic Achievement of Engineering Students

2019 ◽  
Vol 8 (12) ◽  
pp. 3782-3787
Keyword(s):  
Academic Achievement ◽  
Learning Environment ◽  
Blended Learning ◽  
Tamil Nadu ◽  
Engineering Students ◽  
Design Research ◽  
Experimental Treatment ◽  
Control Group ◽  
Face To Face ◽  
The Impact

Blended learning is one of the e-learning models integrating an online course and face-to-face classroom by optimizing the use of ICT as instructional media to enhance the teaching and learning experience for the teachers and students. The main aim of this research study explores the impact of the Blended Learning Environment on students’ academic achievement. Quasi-experimental design research methodology was used in this study. The sample was drawn from Government Diploma Polytechnic college in Karaikudi, Tamil Nadu, India. The tools utilized for data collection were Blended Learning Environment and Academic achievement test. For six weeks, the students in the control group were treated with Lecture Based Environment (LBE) where the conventional lecture method of teaching was adopted, while the experimental group were carried out through the Blended Learning Environment (BLE) where both on-line and face to face modes are adequately utilized based on the subject matter. Two groups were administered a test before and after the implementation of BLE. To analyze the data, t-test was conducted to compare the test mean scores of both groups. Further, the gap closure analysis was used to find out and ensure the effectiveness of the experimental treatment. The results revealed that there were statistically significant differences between the scores of the two groups. The study concluded that blended learning improves students’ academic achievement. This study also testifies that BLE is more conducive to improve academic achievement than LBE.

A Blended Learning Approach in Mathematics

2012 ◽  
pp. 22-42 ◽  
Author(s):  
B. Abramovitz ◽  
M. Berezina ◽  
A. Berman ◽  
L. Shvartsman
Keyword(s):  
Blended Learning ◽  
Engineering Students ◽  
Traditional Teaching ◽  
Web Based ◽  
Face To Face ◽  
Undergraduate Engineering ◽  
Traditional Lectures ◽  
E Learning ◽  
Face To Face Learning ◽  
Online Assignments

In this chapter we present our work aimed at interweaving e-learning and face-to-face learning in Calculus courses for undergraduate engineering students. This type of blended learning (BL) contains the best properties of e-learning and face-to-face learning and helps overcome many obstacles in traditional teaching. We use our approach in order to improve students’ conceptual understanding of theorems. We describe online assignments specifically designed to help students better understand the meaning of a theorem. These assignments are given to students in addition to traditional lectures and tutorials with the objective that they can learn to learn on their own. Students “discover” the theorem and study it independently, by using a “bank” of examples and a lot of theoretical exercises we supply. The assignments are built in such a way that students receive feedback and instructions in response to their Web-based activity.

Using Blended Learning Approach to Deliver Courses in An Engineering Programme

2016 ◽  
Vol 5 (1) ◽  
pp. 23-39 ◽  
Author(s):  
Richie Moalosi ◽  
Jacek Uziak ◽  
Moses Tunde Oladiran
Keyword(s):  
Blended Learning ◽  
Teaching And Learning ◽  
Engineering Students ◽  
Learning Preferences ◽  
Learning Approach ◽  
Mechanics Of Machines ◽  
Learning And Teaching ◽  
Face To Face ◽  
University Of Botswana ◽  
The University

The paper discusses how the use of blended learning approach was adopted to deliver a 3rd year Mechanics of Machines course for Mechanical Engineering students at the University of Botswana. The course delivery involved a mix of both face-to-face and Blackboard technology to create an efficient and effective learning environment. A survey of 101 students was conducted over a period of 3 years for the respondents to evaluate their teaching and learning preferences. The results show that students accepted the blended learning approach because of its benefits. More lecturers are encouraged to use blended learning and teaching approaches to promote active, independent and lifelong learning.

Using Blended Learning Approach to Deliver Courses in an Engineering Programme

2018 ◽  
pp. 1016-1034
Author(s):  
Richie Moalosi ◽  
Jacek Uziak ◽  
Moses Tunde Oladiran
Keyword(s):  
Blended Learning ◽  
Teaching And Learning ◽  
Engineering Students ◽  
Learning Preferences ◽  
Learning Approach ◽  
Mechanics Of Machines ◽  
Learning And Teaching ◽  
Face To Face ◽  
University Of Botswana ◽  
The University

The paper discusses how the use of blended learning approach was adopted to deliver a 3rd year Mechanics of Machines course for Mechanical Engineering students at the University of Botswana. The course delivery involved a mix of both face-to-face and Blackboard technology to create an efficient and effective learning environment. A survey of 101 students was conducted over a period of 3 years for the respondents to evaluate their teaching and learning preferences. The results show that students accepted the blended learning approach because of its benefits. More lecturers are encouraged to use blended learning and teaching approaches to promote active, independent and lifelong learning.

Blended Learning in Teaching Technical Teacher Candidates With Various Types of Learning Styles

2021 ◽  
Vol 13 (3) ◽  
pp. 58-70
Author(s):  
Hamonangan Tambunan ◽  
Marsangkap Silitonga ◽  
Uli Basa Sidabutar
Keyword(s):  
Online Learning ◽  
Learning Styles ◽  
Blended Learning ◽  
Student Teachers ◽  
Learning Style ◽  
Teacher Candidates ◽  
Engineering Students ◽  
Learning Groups ◽  
Face To Face ◽  
Face To Face Learning

To compare the different impacts of the balance of face-to-face and online learning in blended learning, along with learning styles, an experiment was done using a 3x4 design consisting of three blended learning composition groups of 25% face-to-face and 75% online, an equal balance of face-to-face and online, and 75% face-to-face and 25% online. There were four learning style type groups of Diverger, Assimilator, Converger, and Accommodator. The population was student teachers in electrical engineering. Students of each style were randomly allocated to the three blended learning groups. It was found that both the blend of online and face-to-face learning and the types of learning styles affect competence outcomes significantly in some combinations.

scholarly journals Blended Learning: An Effective Tool to Teach Presentation Skills

2019 ◽  
Vol 9 (1) ◽  
pp. 962-969
Keyword(s):  
Higher Education ◽  
Blended Learning ◽  
Engineering Students ◽  
Student Interest ◽  
Learning Tools ◽  
Learning And Teaching ◽  
Face To Face ◽  
The Past ◽  
Innovative Thinking ◽  
Academic Calendar

Higher education in the past decade in India has been trying to evolve into a world of actual real time learning wherein institutions have been encouraged to delve into practicing new teaching paradigms and methodologies. This transformation comes in the wake of the end consumer of technical institutions: the industry, wanting a more creative, innovative, thinking, strongly communicative workforce. Therefore, looking for a more individualistic, change-oriented and opinionated individual. The age old method of lecture or face to face interaction does not become irrelevant but needs to be in semblance with the present environment of learning and teaching. In today’s world technology has a definitive part in the lives of students be it in the classroom or outside therefore the teaching plans need to have technology and learners need to be adept in them for technology based skill is a valid and mandatory industry skill (Pearson & Thomas, 2002). In coming years as learners and the faculty are going to use and create a semblance of technology it is bound to grow more in the classroom as learning tools. (Dahlstrom, Walker, & Dziuban, 2013). The paper is a study on engineering students following the strict timeline of the academic calendar, to deduce if it is an achievable target to develop student interest and level up their performance in a sustained and consistent way.

Transitioning to Blended Learning: Understanding Student and Faculty Perceptions

2011 ◽  
Vol 15 (1) ◽  
Author(s):  
Nanette P. Napier ◽  
Sonal Dekhane ◽  
Stella Smith
Keyword(s):  
Blended Learning ◽  
Student Performance ◽  
Liberal Arts ◽  
Faculty Perceptions ◽  
Liberal Arts College ◽  
Final Exam ◽  
Face To Face ◽  
Faculty Teaching ◽  
Face To Face Instruction ◽  
The Impact

This paper describes the conversion of an introductory computing course to the blended learning model at a small, public liberal arts college. Blended learning significantly reduces face-to-face instruction by incorporating rich, online learning experiences. To assess the impact of blended learning on students, survey data was collected at the midpoint and end of semester, and student performance on the final exam was compared in traditional and blended learning sections. To capture faculty perspectives on teaching blended learning courses, written reflections and discussions from faculty teaching blended learning sections were analyzed. Results indicate that student performance in the traditional and blended learning sections of the course were comparable and that students reported high levels of interaction with their instructor. Faculty teaching the course share insights on transitioning to the blended learning format.

A Study on Learners’ Readiness and Perceptions of the Implementation of Blended Learning in UiTM Kedah

2019 ◽  
Vol 3 (2) ◽  
pp. 41
Author(s):  
Robekhah Harun ◽  
Zetty Harisha Harun ◽  
Laura Christ Dass
Keyword(s):  
Blended Learning ◽  
Successful Implementation ◽  
Learning Approaches ◽  
Learner Readiness ◽  
Learning And Teaching ◽  
Face To Face ◽  
Online Assessments ◽  
Research Findings ◽  
On Line ◽  
Learning Institutions

The increase in student enrolment and the need  to cater to students of diverse backgrounds have led to the adoption of blended learning in many higher learning institutions. Blended learning, which allows both face to face interaction and on-line delivery, has been adopted into many curricula. One such institution is University Technology MARA which is slowly introducing features of blended learning in its course syllabus beginning with practice to online assessments. However, to ensure successful implementation of blended learning as part of the curricula, there are several aspects for consideration such as learner and teacher readiness for blended learning. This paper examines issues regarding the use of blended learning as a delivery method at UiTM Kedah . The discussion in this paper focuses on learner’ readiness and perceptions of the blended learning environment. The data collected for this study are responses from learners to a questionnaire survey. The research findings form the basis for recommendations for the development of learning and teaching practices using blended learning approaches to enhance learners' learning experiences.  

USE OF BLENDED LEARNING IN HIGHER EDUCATION – SOME EXPERIENCES

2015 ◽  
Vol 37 (1) ◽  
pp. 54-67 ◽  
Author(s):  
R J Singh
Keyword(s):  
Higher Education ◽  
South Africa ◽  
Distance Learning ◽  
Blended Learning ◽  
Learning Experiences ◽  
Learning Opportunities ◽  
Face To Face ◽  
E Learning ◽  
Face To Face Learning ◽  
Made In

This article reports on the use of blended learning in higher education. Blended learning has become popular in higher education in recent years. It is a move beyond traditional lecturing to incorporate face-to-face learning with e-learning, thereby creating a blend of learning experiences. The problem is that learning in higher education is complex and learning situations differ across contexts. Whilst there is face-to-face contact at some institutions, others offer distance learning or correspondence learning. In each context, the mode of learning may differ. The challenge is to cater for various learning opportunities through a series of learning interactions and to incorporate a blended approach. The aim of this study was to examine various ways of defining blended learning in different contexts. This was done through an examination of experiences of the use of blended learning in different higher education contexts. The study presents a case of blended learning in a postgraduate course. The experiences from all these cases are summarised and conclusions and recommendations are made in the context of blended learning in higher education in South Africa.

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