scholarly journals Grade Prediction in Blended Learning Using Multisource Data

2021 ◽  
Vol 2021 ◽  
pp. 1-15
Author(s):  
Ling-qing Chen ◽  
Mei-ting Wu ◽  
Li-fang Pan ◽  
Ru-bin Zheng
Keyword(s):  
Blended Learning ◽  
Learning Outcomes ◽  
Feature Subset ◽  
Learning Behavior ◽  
Grade Levels ◽  
Grade Prediction ◽  
Learning Platforms ◽  
Binary Classifiers ◽  
Prerequisite Courses ◽  
Code Matrix

Today, blended learning is widely carried out in many colleges. Different online learning platforms have accumulated a large number of fine granularity records of students’ learning behavior, which provides us with an excellent opportunity to analyze students’ learning behavior. In this paper, based on the behavior log data in four consecutive years of blended learning in a college’s programming course, we propose a novel multiclassification frame to predict students’ learning outcomes. First, the data obtained from diverse platforms, i.e., MOOC, Cnblogs, Programming Teaching Assistant (PTA) system, and Rain Classroom, are integrated and preprocessed. Second, a novel error-correcting output codes (ECOC) multiclassification framework, based on genetic algorithm (GA) and ternary bitwise calculator, is designed to effectively predict the grade levels of students by optimizing the code-matrix, feature subset, and binary classifiers of ECOC. Experimental results show that the proposed algorithm in this paper significantly outperforms other alternatives in predicting students’ grades. In addition, the performance of the algorithm can be further improved by adding the grades of prerequisite courses.

Skill acquisition in blended learning courses: influence on student performance

2016 ◽  
Vol 8 (1) ◽  
pp. 30 ◽  
Author(s):  
Mercedes Rozano ◽  
Jaime Romero
Keyword(s):  
Academic Performance ◽  
Blended Learning ◽  
Learning Outcomes ◽  
Student Performance ◽  
Skill Acquisition ◽  
Online Resources ◽  
Knowledge Application ◽  
Types Of Knowledge ◽  
E Learning ◽  
Learning Platforms

E-learning platforms are a powerful tool that provides substantial improvements in the academic performance and constitute an important support for the acquisition of skills. The purpose of this paper is to explore whether the usage of online resources in blended learning courses influences their performance. The data comes from a Business Administration course (256 students). We use regression analyses to explain how Moodle platform usage influences academic performance in terms of both types of skills (theoretical and practical). The intensity of resources usage and their variety influence learning outcomes. This influence is higher in theoretical skills than in practical, thus recommending using online resources for both types of knowledge and complementing the latter with offline resources. Keywords: skills assessment; academic performance; blended learning course; knowledge acquisition; knowledge application

scholarly journals Implementasi Pembelajaran blended learning di MI

2021 ◽  
Vol 12 (2) ◽  
pp. 120
Author(s):  
MASKUR Maskur Maskur ◽  
Muhammad Khoirul Anwar ◽  
Trianah Trianah Trianah
Keyword(s):  
Qualitative Research ◽  
Online Learning ◽  
Classroom Management ◽  
Blended Learning ◽  
Learning Outcomes ◽  
Student Motivation ◽  
Face To Face ◽  
Learning Platforms ◽  
The Media ◽  
Improved Learning

AbstractThe Covid-19 pandemic is the reason for these two semesters of online learning. Because the progression of cases is slowing, schools have more leeway to hold Limited Face-to-Face Meetings. Learning in a mixed learning environment with only a few face-to-face meetings is possible. The purpose of this study was to determine how blended learning was implemented at the research site. The lack of face-to-face implementation has significant ramifications that various institutions must address, particularly the readiness to provide the infrastructure required for both offline and online learning in the classroom. MI NU 28 Roudlotussibyan Kendal implements learning in two ways: offline and online, or more precisely, blended learning. To collect data, this study employs qualitative research methods such as observation, documentation, and interviews. According to the study's findings, blended learning is implemented with a limited amount of face-to-face interaction and the use of numerous learning platforms as the media, such as Google Classroom, Google Meet, and WhatsApp. Blended learning implementation is hampered by a lack of appropriate infrastructure, internet network limits, and instructor challenges in classroom management. When compared to using only online learning, the benefits of implementing blended learning include increased student engagement, improved learning outcomes, and increased student motivation to learn.Key Words: Blended learning, Madrasah ibtidaiyah, Madrasah ibtidaiyah

Implementation of a Blended Learning Module to Teach Handling, Restraint, and Physical Examination of Cats in Undergraduate Veterinary Training

2021 ◽  
pp. e20200160
Author(s):  
Mirjam B.H.M. Duijvestijn ◽  
Bente M.W.K. Van der Wiel ◽  
Claudia M. Vinke ◽  
M. Montserrat Diaz Espineira ◽  
Harold G.J. Bok ◽  
...  
Keyword(s):  
Physical Examination ◽  
Blended Learning ◽  
Learning Outcomes ◽  
Clinical Training ◽  
Skills Training ◽  
Veterinary Students ◽  
Learning Modules ◽  
Learning Module ◽  
E Learning ◽  
Standard Module

Cats can be easily stressed in a clinical (training) setting and may show unpredictable reactions and patterns of defensive aggression. This can be a complicating factor in undergraduate veterinary training. Inexperienced veterinary students can evoke defensive feline behavior that negatively affects learning outcomes and animal welfare. As a result, restraint techniques and physical examination of cats was hardly practiced in pre-clinical training at Utrecht University. To overcome this, a new blended learning module was developed using a lecture on feline behavior; e-learning modules about feline behavior, handling, restraint, and physical examination skills; and redesigned practical sessions in which live animals and manikins were used. The aim of this study was to investigate how students’ perceptions of competence and confidence changed regarding feline behavior, handling, restraint, and physical examination skills after the new module was implemented. Questionnaires were used for quantitative analysis, and focus groups were used for qualitative analysis. The results show that compared with students who followed the standard module, students who participated in the blended learning module scored higher in feeling confident with handling animals, feeling competent to perform physical examination on cats, and ability to assess whether a cat is stressed. Students with less experience with cats were more likely to show improvement in assessing a cat’s stress level than students who had much experience with cats. The results demonstrate that the blended learning module improves students’ learning outcomes regarding feline skills training and adds to reduction, refinement, and replacement of the use of live cats.

scholarly journals Design and Implementation of a Gesture-Aided E-Learning Platform

Sensors ◽  
2021 ◽  
Vol 21 (23) ◽  
pp. 8042
Author(s):  
Wolfgang Kremser ◽  
Stefan Kranzinger ◽  
Severin Bernhart
Keyword(s):  
Learning Outcomes ◽  
Field Test ◽  
Learning Experience ◽  
Learning Content ◽  
Learning Platform ◽  
System Usability Scale ◽  
E Learning ◽  
Learning Platforms ◽  
Reference Implementation ◽  
Generic System

In gesture-aided learning (GAL), learners perform specific body gestures while rehearsing the associated learning content. Although this form of embodiment has been shown to benefit learning outcomes, it has not yet been incorporated into e-learning. This work presents a generic system design for an online GAL platform. It is comprised of five modules for planning, administering, and monitoring remote GAL lessons. To validate the proposed design, a reference implementation for word learning was demonstrated in a field test. 19 participants independently took a predefined online GAL lesson and rated their experience on the System Usability Scale and a supplemental questionnaire. To monitor the correct gesture execution, the reference implementation recorded the participants’ webcam feeds and uploaded them to the instructor for review. The results from the field test show that the reference implementation is capable of delivering an e-learning experience with GAL elements. Designers of e-learning platforms may use the proposed design to include GAL in their applications. Beyond its original purpose in education, the platform is also useful to collect and annotate gesture data.

scholarly journals Comparative Study Management Of Training (MOT) Between Blended Learning And Fully Online Learning Methods

2021 ◽  
Vol 24 (2) ◽  
pp. 24
Author(s):  
Yunni Susanty
Keyword(s):  
Online Learning ◽  
Blended Learning ◽  
Learning Outcomes ◽  
Learning Process ◽  
Quantitative Methods ◽  
Sampling Technique ◽  
Statistical Test ◽  
Training Institution ◽  
Learning Method ◽  
Parametric Statistical Test

The COVID 19 pandemic also has an impact on the education and training aspects of the State Civil Apparatus. MOT training in Puslatbang PKASN LAN, which was originally carried out by blended learning in 2019, has been changed to fully online learning in 2020, as an effort to reduce the spread of the COVID 19 virus. The purpose of this study is to find out whether there are differences on the learning outcomes between MOT participants in 2019, which attended by 30 people, and MOT participants in 2020, which attended by 25 people. Data processing and analysis techniques in this study using quantitative methods. The statistical test used is the non-parametric statistical test using the Mann Whitney U test. The sampling technique used was total sampling, where all members of the population were used as samples. The results revealed that there was no difference in the learning outcomes of MOT participants between those using the blended learning method and those using the fully online learning method. Based on this information, fully online learning is very possible to be applied. Nevertheless, the Training Institution must pay attention to the availability of facilities and infrastructure that support the learning process electronically. Also, the limited interaction between lecturers and participants when doing online learning should be balanced with the ability of lecturers to convey material with technology-based learning techniques. In this case, the roles of all parties will determine the optimal achievement of the fully online learning process.

scholarly journals THE DEVELOPMENT OF BLENDED LEARNING BASED ON HANDPHONE FOR COMPUTER SYSTEM SUBJECT ON XI GRADE OF SMKN 1 BENGKULU CITY

2019 ◽  
Vol 7 (3) ◽  
pp. 497-502
Author(s):  
Basuki Wibawa ◽  
Paidi .
Keyword(s):  
Blended Learning ◽  
Learning Outcomes ◽  
System Approach ◽  
Flipped Classroom ◽  
Formative Evaluation ◽  
Learning Model ◽  
Vocational High School ◽  
Fourth Edition ◽  
Seventh Edition ◽  
Stages Of Learning

Purpose of Study: Education has an important role to improve the quality of human resources that made the younger generations could develop their potential optimally. Vocational High School (SMK) is one of the educational institutions that has prepared their graduates to enter the working world. One of the compulsory programs in Vocational High School is the students were carried out on the fieldwork practices (PKL). To provide learning access for students as long as they stayed in the industry area, so it was necessary to give learning on blended learning by using handphone as a learning media. In order to get students’ learning outcomes be maximized, so the development of this learning should be done by applying Research and Development patterns that were adapted from The Steps of System Approach Model of Educational Research and Development (R & D), Fourth Edition and Seventh Edition by Borg and Gall. Blended learning models that would be developed are Norman Vaughan and Flipped Classroom Models. Learning materials were developed are computer system subject. The measurement of result development was done by the formative evaluation that consisted of one to one evaluation with expert, one to one evaluation with learner, small group and field trial. Methodology: The methodology that was conducted is stages of learning model adopted from Model of The Steps of System Approach Model of Educational Reseach and Development (R & D), Fourth Edition and Seventh Edition by Borg and Gall. The blended learning model that will be developed is the Norman Vaughan model and Flipped Classroom Model. (Helena Gillespie et.all, 2007) Results: Stages of learning model development that was adopted from Model of The Steps of System Approach Model of Educational Reseach and Development (R & D), Fourth Edition and Seventh Edition by Borg and Gall. The blended Vaughan model and Flipped Classroom Model. Stages of development process as follows:1) Data and Information Collecting, 2) Identity Instructional Goal, 3) Conduct instructional Analyze, 4) Analyze Learners and Contexts, 5) Write Performance Objectives, 6) Develop AssessmentInstrument, 7) Develop Instructional Strategy, 8 Develop and Select Instructional Materials, 9) Revise Instruction, 10) Design and Conduct Formative Evaluation of Instruction (Gall et all). Implications/Applications: Development of blended learning based on handphone was appropriate to be used in learning at XI grade of SMK. It was caused that students of XI grade have followed the practice of field work for about 3 months, as long as the students followed the practice of fieldwork, it meant that the learning process was still being applied by using handphone media and learning outcomes showed that there was an improvement in learning outcomes.

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 Pengaruh Penerapan Pembelajaran Blended Learning terhadap Hasil Belajar Siswa

Horizon ◽  
2021 ◽  
Vol 1 (4) ◽  
pp. 622-634
Author(s):  
Zulma Hendra ◽  
Alfi Yunita ◽  
Ainil Mardiyah
Keyword(s):  
Data Analysis ◽  
Experimental Design ◽  
Data Collection ◽  
Blended Learning ◽  
Learning Outcomes ◽  
Research Subjects ◽  
Final Test ◽  
Test Instrument ◽  
Analysis Technique

ABSTRACT This study aims to determine the effect of the application of blended learning on the learning outcomes of class X MIA students at SMA PGRI 2 Padang. This study used a pre-experimental design in the form of a One-Shot Case Study by taking research subjects by Purposive Sampling. The sample of this research was the students of class X MIA. This study used descriptive questions as a final test instrument. The data analysis technique used in this research was a t-test. Based on the data collection techniques and data analysis carried out, it was obtained that tcount = 1.81 and ttable = 1.68, because tcount > ttable, then reject H0 at a significant level of 0.05 so it can be concluded that there is an effect of applying blended learning on studensts’ learning outcomes of class X MIA at SMA PGRI 2 Padang. Keywords: Blended Learning, Learning Outcomes

scholarly journals EFL Learners' Perceptions on Schoology Use in the Reading Class

2021 ◽  
Vol 5 (1) ◽  
pp. 10-26
Author(s):  
Ahmad Ridho Rojabi ◽  
Keyword(s):  
Online Learning ◽  
Reading Comprehension ◽  
Blended Learning ◽  
English Language ◽  
Study Program ◽  
Efl Learners ◽  
Face To Face ◽  
Learning Platforms ◽  
Face To Face Learning ◽  
Share Information

Online learning that is integrated into face-to-face learning called blended learning is believed to be more useful than online learning or face-to-face learning. Schoology is one of the online learning platforms exploited in blended learning that can help teachers to manage classroom information. Schoology allows students and teachers to share information and provides access to content or administrative features of specific courses. This study aims to investigate students' perceptions of blended learning via Schoology in reading class. This is a descriptive study, the participants of this study consisted of 28- second-semester students at the English Language Study Program, Faculty of Tarbiyah, and teacher training IAIN Jember, East Java Indonesia. The Data were collected through questionnaires and interviews. The findings of this study revealed that there were positive perceptions of blended learning via Schoology in the reading comprehension class as well as the positive learners’ attitude. Furthermore, the students agreed that Schoology in blended learning in the reading comprehension class is useful, helpful, and effective. Moreover, from the results of the interviews, there were positive aspects of blended learning via Schoology in reading comprehension which gave more benefits to engage and motivate students’ learning activities, students’ performances, learners’ autonomy, as well as students’ learning outcomes.

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