scholarly journals Effectiveness of Blended Learning Modules as Correlates of Self-Efficacy of ALS Students: Basis for an Action Plan

2021 ◽  
Vol 2 (11) ◽  
pp. 1043-1060
Author(s):  
Dennis B. Anduyan
Keyword(s):  
Blended Learning ◽  
Self Efficacy ◽  
Action Plan ◽  
Learning System ◽  
Alternative Learning ◽  
University Of Tennessee ◽  
Learning Modules ◽  
Quantitative Descriptive ◽  
Technology Grant ◽  
The University

The study determined the effectiveness of blended learning modules as correlates to students' self-efficacy among students in the Alternative Learning Systems in Tagum, Davao del Norte during the second quarter of 2021. Findings will serve as bases for a proposed action plan. The researcher utilized quantitative, descriptive-correlational and predictive designs among 211 students in the Alternative Learning System in different centers in the Central Cluster in Tagum, Davao del Norte selected through random sampling. The researcher used adapted-and-modified questionnaires from the following: "Evaluating the Quality, Usability, and Potential Effectiveness of Online Learning Modules: A Case Study of Teaching with Technology Grant Recipients at the University of Tennessee, Knoxville" from Goode (2003) and “Self-Efficacy as an Engaged Learner” from Schunk and Mullen (2017). The researcher utilized mean and standard deviation, Pearson-r, and linear regression for data treatment. The effectiveness of blended learning module is high. Moreover, the student’s self-efficacy is also high. Both are manifested most of the time. There is a significant relationship between effectiveness of blended learning and student’s self-efficacy. Student’s self-efficacy is influenced on the following domains of effectiveness of blended learning modules: quality of content, usability, and potential tool for effective learning. The researcher recommends seminar and training for teachers particularly on creating and enhancing contents in the blended learning modality to improve the student’s self-efficacy.

scholarly journals Challenges facing students to adopting the blackboard system: The case study of the University of Ha’il in Saudi Arabia

2021 ◽  
Vol 8 (5) ◽  
pp. 1-13
Author(s):  
Alkhaldi et al. ◽  
Keyword(s):  
Self Efficacy ◽  
Structural Equation ◽  
Online Survey ◽  
Computer Anxiety ◽  
Moderating Effect ◽  
Learning System ◽  
Equation Modeling ◽  
Learning Platform ◽  
Blackboard System ◽  
The University

This study seeks to identify the challenges facing students through the adoption of a blackboard system at the University of Ha’il in the KSA. Though the blackboard system has an effective role in the educational context, the adoption of the learning system in educational institutes is still in its infancy. However, students face various types of challenges that could affect their adoption and usage of the blackboard system. The previous researches on blackboard systems produced general rules, and studied a lot of common factors, did not consider the specific human factors. This study uses a quantitative research method. An online survey questionnaire was employed for data collection. For data analysis, SPSS was used for descriptive analysis; Structural equation modeling using AMOS software was applied. The results confirmed that the user’s LMS experience leaves a positive effect on the perception of the usefulness of the Blackboard system, but not computer anxiety. In addition, user’s LMS experience has a moderating effect on the relationship between self-efficacy and their perception of the usefulness of the Blackboard system. This moderating effect reflects that the more student’s LMS experience is the more affected their computer self-efficacy to perceive the Blackboard system more useful. This study produces theoretical and practical implications, and recommendations for the University of Ha’il should move forward with a learning platform.

Teaching Research Methods in an Internet-Based Blended-Learning Setting

Methodology ◽  
2006 ◽  
Vol 2 (2) ◽  
pp. 73-82 ◽  
Author(s):  
Barbara Schober ◽  
Petra Wagner ◽  
Ralph Reimann ◽  
Moira Atria ◽  
Christiane Spiel
Keyword(s):  
Blended Learning ◽  
Research Methods ◽  
Theoretical Background ◽  
Methodological Issues ◽  
Face To Face ◽  
Learning Modules ◽  
Learning Platform ◽  
Teaching Principles ◽  
Current Article ◽  
The University

This article gives a survey of a blended learning approach called Vienna E-Lecturing (VEL), implemented in the course Research Methods and Evaluation, which is required by the psychology program at the University of Vienna, Austria. VEL replaces a main lecture and has been designed to teach methodological issues more effectively as well as to strengthen students' learning competences in this field. The program's conceptualization is based on instructional and motivational findings yielding the program's two main teaching principles: (1) networking and (2) optimal instructions. The Internet-based course lasts two semesters and is composed of 10 online learning modules and 11 face-to-face meetings (including tutorials). The modules, which are available successively via a learning platform, systematically instruct students to learn more effectively by cooperating and fulfilling different tasks within small groups. The current article describes the program's principles and theoretical background and outlines the 10 online modules. In addition, some module examples are given for illustration.

scholarly journals COMPREHENSIVE MANAGEMENT PLAN FOR THE ALTERNATIVE LEARNING SYSTEM (ALS) IN THE DIVISION OF BATANGAS CITY

2018 ◽  
Vol 6 (4) ◽  
pp. 1-22
Author(s):  
Meniano D. Ebora ◽  
Romeo M. Guillo Jr.
Keyword(s):  
Teaching Strategy ◽  
Group Discussion ◽  
Management Plan ◽  
Learning System ◽  
Alternative Learning ◽  
School Officials ◽  
Volunteer Program ◽  
Learning Modules ◽  
Comprehensive Management ◽  
Lecture Demonstration

The study aimed to propose a comprehensive management plan for the Alternative Learning System (ALS) program in the Division of Batangas City. The study used descriptive method of research using a researcher-constructed questionnaire, interview, and Focus Group Discussion (FGD). It involved 30 ALS implementers and 350 ALS graduates from CY 2009 to CY 2013 selected through stratified random sampling. Results showed that among the ALS program offerings, Literacy Volunteer Program and Balik-Paaralan Para sa Out-of-School Adults (BPOSA) were extremely evident. Lecture-demonstration as a teaching strategy was most often utilized by the ALS implementers. The classrooms for ALS instruction and the learning modules were very much adequate for ALS instruction. The paper and pencil test was very much applicable to the type of ALS learners. The data revealed that 221 of the 350 respondents were studying in the different colleges and universities and in TESDA while 129 ALS graduates were already working in the different firms or industries. From the results, the researcher based the output of the study which is a proposed comprehensive management plan that may help strengthen the ALS program in the division and benefit stakeholders such as ALS implementers, Local Government Units, DepEd/school officials, and ALS learners.

scholarly journals Evaluation of the Playgroup Project and Alternative Learning System Programs in Village Looc and Village Opao, Mandaue City, Cebu, Philippines

2020 ◽  
Author(s):  
Glenlie C. Ruiz ◽  
Gina Fe L. Pilapil ◽  
Katrina Jan Alexa L. Rule ◽  
Stephanie Anne L. Tulod ◽  
Mauro Allan Padua Amparado
Keyword(s):  
Student Teachers ◽  
Strong Association ◽  
Well Being ◽  
Learning System ◽  
Smooth Transition ◽  
Teaching Staff ◽  
Extension Programs ◽  
Alternative Learning ◽  
The Government ◽  
The University

The College of Teacher Education responds to the needs of its partner communities in Mandaue City, Cebu, Philippines as it implements the Playgroup Project and the Alternative Learning System (ALS) Programs. The college has integrated its community extension programs into the academic and extra-curricular activities of the students. Student-teachers render extension services to Village Looc and Village Opao. The university funds these programs which are supported by the faculty and other stakeholders. This descriptive, qualitative study evaluated the implementation of the two community extension programs among its beneficiaries. In the Playgroup Project, parents are satisfied with the implementation of the program. They believe that the project yields favorable results and would benefit more families in the community. The program, implemented by the faculty, students, non-teaching staff, and alumni volunteers, utilizes the resources and facilities of the university. Based on the parents’ testimonies, there is a strong association between the participation of their children in the program, their learning competence, and their social and emotional well-being. The program has increased the readiness of the learners for a smooth transition to kindergarten. The improvement of the learners’ dependability level had helped the parents ease their concern for their children’s safety.On the other hand, the ALS Program, in cooperation with DepEd Mandaue City, involved the student-teachers and volunteers in the mapping of potential ALS learners, learning sessions, and culminating activities. This study revealed that the ALS Program has touched lives across different socio-economic backgrounds. During the interview with the learners, the researchers noted the absence of learners in some of the learning sessions. With learners facing various family and financial challenges, it becomes difficult for them to pursue their studies. However, the perception of the learners with the ALS Program is positive. They are eager to finish the program to support their families and achieve their dreams. The researchers believe that the learning environment of the learners should be improved. There is also a need for continued partnership between the government and the academe. This ensures the support and sustainability of the program. The testimonies of the learners have underscored that the ALS Program is a beacon of hope.

scholarly journals Through Pains and Gains: Measures of 21st Century Skills and Sense of Self-Efficacy of Alternative Learning System (ALS) Learners

2021 ◽  
Vol 2 (3) ◽  
pp. 189-197
Author(s):  
Ma. Cristina E. Zulueta ◽  
Girlin Bag-ao ◽  
Shallimar A. Bayucca ◽  
Glenn B. Brombuela ◽  
Garci Gil V. Cajurao ◽  
...  
Keyword(s):  
21St Century ◽  
Self Efficacy ◽  
21St Century Skills ◽  
Sense Of Self ◽  
Learning System ◽  
Return To School ◽  
Alternative Learning ◽  
Correlational Design ◽  
Philippine Government ◽  
Out Of School Youth

For several years, illiteracy, poverty, and deprivation were the worst adversary of the Philippine Government. One of the greatly affected sec-tors of illiteracy and poverty is the education sector. The Department of Education (DepEd) has experienced large amounts of drop-outs and out-of-school youth and adults due to poverty. For the Department to alleviate this concern, the Alternative Learning System (ALS) was es-tablished. ALS offers basic schooling for all persons who wish to return to school in a way that fits their personal needs and situation. Hence, this study assessed and extrapolated ALS learners with their 21st-century skills and its correlation to their sense of self-efficacy. Using a descriptive-correlational design, the researchers wanted to establish a link between and among variables. The findings of the study revealed moderate acquisition of 21st-century skills among ALS’ learners. Their sense of self-efficacy was also noted to be high. Further analysis re-vealed that, ALS learners’ acquisition of 21st century skills significantly correlated to their sense of self-efficacy. It is recommended that ALS teachers should provide more activities that will further enhance and strengthen the local and global awareness of ALS learners. Also, possible extension of the study could be undertaken to draw the general picture of the ALS learners as to their skills and sense of self-efficacy.

scholarly journals ANDROID-BASED-GAME AND BLENDED LEARNING IN CHEMISTRY: EFFECT ON STUDENTS’ SELF-EFFICACY AND ACHIEVEMENT

2020 ◽  
Vol 39 (3) ◽  
pp. 507-521
Author(s):  
Nur Fitriyana ◽  
Antuni Wiyarsi ◽  
Jaslin Ikhsan ◽  
Kristian Handoyo Sugiyarto
Keyword(s):  
Blended Learning ◽  
Self Efficacy ◽  
Learning System ◽  
Face To Face ◽  
Use Of Technology ◽  
Eleventh Graders ◽  
Post Test ◽  
Learning Instruction ◽  
The Media ◽  
Face To Face Learning

The 21st century learning system demands the use of technology in learning instruction. This research focuses on the comparison between the use of android-based-game and blended learning in the Chemistry subject on the hydrocarbon lesson toward students’ self-efficacy and achievement. A quasi-experiment with post-test only design was adopted in this research. A number of 143 eleventh graders from two public senior high schools in Purworejo Regency, Indonesia were selected in a cluster random sampling as the research sample. The sample was classified into three groups depending on the media used, i.e. android-based-game only on face-to-face learning (ABG-FTFL), blended learning only (BL), and both android-based-game and blended learning (ABG-BL). Self-Efficacy Scale (SES) was used to obtain the data of students’ self-efficacy while the hydrocarbon test was used to obtain students’ achievement. One-way Analysis of Variance, Kruskal Wallis test, and descriptive quantity technique were performed in the data analysis, and it is found that the use of these technologies has a significant effect on the students’ self-efficacy and achievement. The use of ABG-BL is better in improving students’ self-efficacy while BL is better in enhancing students’ achievement. Therefore, the use of android-based-game and blended learning can be emphasized as media in chemistry learning to gain better self-efficacy and achievement among students.

scholarly journals The Effectiveness of the Blended Learning in Enhancing EFL Learning and Collaboration

2021 ◽  
Vol 12 (1) ◽  
pp. 92
Author(s):  
Faiza Abdalla Elhussien Mohamed
Keyword(s):  
Blended Learning ◽  
Learning System ◽  
Future Research ◽  
Face To Face ◽  
Warm Environment ◽  
Collaborative Community ◽  
Continuous Feedback ◽  
Face To Face Learning ◽  
Learning And Collaboration ◽  
The University

This descriptive-analytical study investigates undergraduates' perceptions and reflections toward adopting the Blended-Learning system in the university instructions. For this goal, the study employed two tools to collect data. Firstly, a) (n=38) pre-service teachers wrote reflection essays, and b) Google forms closed-ended five scales' questionnaire investigated the academic and interaction indicators, each consisting of thirty items, distributed among (n=110) pre-service teachers. The participants were majoring in English as a Foreign language at multi-stages, Saudi Arabia, 2020/2021. The study employed the content and the SPSS analysis. The questionnaire's results showed the undergraduates' positive perceptions toward combining online and face-to-face learning and how this environment improved their learning outcomes, created a collaborative community, fostered openness for sharing, asking, expressing, and getting talk-worthy ideas. The essays' content analysis reflected the undergraduates' experiences and how they enjoyed transitioning between online and face-to-face learning; they were satisfied by the ability to track their scores. These results created a continuous feedback loop correlated with their academic progress through various activities. However, they encountered a few challenges in online classes like a) missed face-to-face warm environment, b) lost attention, and c) missed instructors' nonverbal cues. Generalized, blended learning facilitated learners' knowledge by reducing education costs, distance, efforts, and time without reducing the students' benefits. The study recommends that the BL instructors have to show some enthusiasm and inspiration. The study proposes future research.

Social Responsibility Practice Diagnosis applied to the Universidad del Valle- Northern Facility. Period 2014-2015

2018 ◽  
Vol 34 (62) ◽  
pp. 66-81
Author(s):  
Adriana M. Moreno Moreno ◽  
Eduar Fernando Aguirre González
Keyword(s):  
Social Responsibility ◽  
Action Plan ◽  
Research Problem ◽  
Socially Responsible ◽  
Strategic Development ◽  
Strategic Issues ◽  
The North ◽  
The Social ◽  
The University ◽  
Social Management

Social Responsibility is a concept that has been approached from different perspectives by theoreticians and institutions. Initially, this was limited exclusively to companies, however, the creation of the Social Capital, Ethics and Development Initiative by the Inter-American Development Bank (IDB) sought to make educational institutions aware that, like any other organization, they are responsible for the externalities they generate in their environment and their stakeholders. This research approaches the concept of University Social Responsibility (USR) from the scheme proposed by the IDB, which proposes four axes of action for Universities’ CR: Responsible Campus, Professional and Citizen Training, Social Management of Knowledge and Social Participation. The Universidad del Valle has a strategic plan entitled “Universidad del Valle’s Strategic Development Plan” and Regionalization attached thereto. It has also developed its action plan and in the five strategic issues raised herein, its socially responsible approach is clearly identifiable. The North Cauca Facility wherein this study is being developed, even though it does not have a University Social Responsibility Management Model, has attempted to align its practices with its strategic affairs that broadly conform to the four axes proposed by the IDB. This research addresses a relevant and current issue inasmuch as it proposes to develop a diagnosis on the relationship between the four axes of Social Responsibility proposed by the IDB and the practice of Social Responsibility applied at the Universidad del Valle, North Cauca Facility, for the period 2014-2015. In order to answer the research problem, a qualitative, exploratory and descriptive type of study is used, given that the work was based on the documentary information available at the University, while the interviews with the directors of the Institution are used as a tool for oral history. The research method used is the case study, which allows to address a unit of analysis in depth, in this case the USR within the Universidad del Valle, North Cauca Facility.

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