scholarly journals The Pattern of Hybrid Learning to Maintain Learning Effectiveness at the Higher Education Level Post-COVID-19 Pandemic

2022 ◽  
Vol 11 (1) ◽  
pp. 243-257
Author(s):  
Sukiman*, Sri ◽  
Sri Haningsih ◽  
Puspo Rohmi
Keyword(s):  
Online Learning ◽  
Religious Education ◽  
Descriptive Analysis ◽  
Group Discussion ◽  
Doctoral Degree ◽  
Hybrid Learning ◽  
Doctoral Degrees ◽  
Face To Face ◽  
Learning Pattern ◽  
Face To Face Learning

<p style="text-align: justify;">Online learning during the Coronavirus disease (COVID-19) pandemic has awakened and affirmed the necessity of learning based on digital technology. The article was aimed to analyze the effectiveness of online learning at bachelor’s, master’s, and doctoral degrees of Islamic Religious Education as a reference to develop a learning pattern post-COVID-19 pandemic. The research employed a mixed-method design with a concurrent triangulation model. The samples were taken using stratified random and purposive sampling. Meanwhile, the data were collected through questionnaires, in-depth interviews, and forum group discussion. A descriptive analysis and one-way analysis of variance were used to analyze the quantitative data, while interpretative descriptive for the qualitative data. The research showed that online learning during the COVID-19 pandemic at the bachelor’s, master’s, and doctoral degrees of Islamic Religious Education have been effective. In detail, online learning at the doctoral degree was the most effective among all. On the other hand, face-to-face learning is still necessary. Therefore, the learning pattern developed post-COVID-19 pandemic combines face-to-face and online learning (hybrid learning). The formulation is adjusted to the characteristics, educational purpose and orientation, level of ability, readiness, and learning autonomy of the students at each educational level.</p>

scholarly journals Fostering Self and Peer Learning Inside and Outside the Classroom through the Flipped Classroom Approach for Postgraduate Students

10.28945/4212 ◽  
2019 ◽  
Keyword(s):  
Online Learning ◽  
Flipped Classroom ◽  
Peer Interactions ◽  
Learning Experience ◽  
Group Discussion ◽  
Learning Approaches ◽  
Postgraduate Students ◽  
Face To Face ◽  
Post Test ◽  
Face To Face Learning

[This Proceedings paper was revised and published in the 2019 issue of the journal Issues in Informing Science and Information Technology, Volume 16] Aim/Purpose: The flipped classroom approach is one of the most popular active learning approaches. This paper explores the effectiveness of a new pedagogy, known as FOCUSED, for postgraduate students. Background: The flipped classroom approach is a trendy blended learning pedagogy which capitalizes on the flexibility of online learning and the stimulating nature of face-to-face discussion. This article describes a pilot study involving post-graduate students who experienced the flipped classroom approach in one of their courses. Methodology: In additional to online activities, students adopted a newly learned approach to solve a related problem that was given by another group of students during classes. Quantitative data were collected from pre- and post-tests for both self-learned online materials and group discussion during classes so that the effectiveness of the flipped classroom pedagogy could be examined from the perspective of a holistic learning experience. Findings: It was found that the average scores for the post-test for the self-learned online video were much higher than for pre-test, even though the post-tests for both online and face-to-face learning were higher than the respective pre-tests. The qualitative data collected at the end of the flipped classroom activities further confirmed the value of the flipped classroom approach. Even though students could self-learn, more students valued peer interactions in the classroom more than the flexibility of online learning.

Hybrid Learning

2016 ◽  
pp. 1-28
Author(s):  
Nahed Abdelrahman ◽  
Beverly J. Irby
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Hybrid Learning ◽  
Faculty Members ◽  
Learning Approaches ◽  
Face To Face ◽  
The Face ◽  
Face To Face Learning ◽  
Definition Of ◽  
Higher Education Advancement

Hybrid learning has been utilized as a transitional learning method to make advantage of both face-to-face and online learning platforms. In this article, the authors explored how faculty members perceive using simultaneously multiple platforms in higher education such as face-to-face, online, and hybrid platforms in teaching. In this study, the authors examined how faculty members defined hybrid learning. They also explored how the participants perceive both hybrid and online learning as vehicles for higher education advancement as well as strategies to attract more students to higher education. The purpose of this research was to develop an analytical overview of one of the learning approaches such as hybrid and its impact on higher education. The authors have interviewed ten faculty members in order to achieve this objective. The results illustrated that faculty members do not have one single definition of hybrid learning but rather they have multiple definitions. Faculty members also demonstrated that they support online learning because it achieves more accessibility to higher education, yet, they believe the face-to-face learning achieve more quality of education.

scholarly journals Fostering Self and Peer Learning Inside and Outside the Classroom through the Flipped Classroom Approach for Postgraduate Students

10.28945/4290 ◽  
2019 ◽  
Vol 16 ◽  
pp. 051-059
Author(s):  
Eugenia M. W. Ng
Keyword(s):  
Online Learning ◽  
Flipped Classroom ◽  
Peer Interactions ◽  
Learning Experience ◽  
Group Discussion ◽  
Learning Approaches ◽  
Postgraduate Students ◽  
Face To Face ◽  
Post Test ◽  
Face To Face Learning

Aim/Purpose: The flipped classroom approach is one of the most popular active learning approaches. This paper explores the effectiveness of a new pedagogy, known as FOCUSED, for postgraduate students. Background: The flipped classroom approach is a trendy blended learning pedagogy which capitalizes on the flexibility of online learning and the stimulating nature of face-to-face discussion. This article describes a pilot study involving post-graduate students who experienced the flipped classroom approach in one of their courses. Methodology: In additional to online activities, students adopted a newly learned approach to solve a related problem that was given by another group of students during classes. Quantitative data were collected from pre- and post-tests for both self-learned online materials and group discussion during classes so that the effectiveness of the flipped classroom pedagogy could be examined from the perspective of a holistic learning experience. Findings: It was found that the average scores for the post-test for the self-learned online video were much higher than for pre-test, even though the post-tests for both online and face-to-face learning were higher than the respective pre-tests. The qualitative data collected at the end of the flipped classroom activities further confirmed the value of the flipped classroom approach. Even though students could self-learn, more students valued peer interactions in the classroom more than the flexibility of online learning.

Hybrid Learning

2016 ◽  
Vol 8 (1) ◽  
pp. 1-25
Author(s):  
Nahed Abdelrahman ◽  
Beverly J. Irby
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Hybrid Learning ◽  
Faculty Members ◽  
Learning Approaches ◽  
Face To Face ◽  
The Face ◽  
Face To Face Learning ◽  
Definition Of ◽  
Higher Education Advancement

Hybrid learning has been utilized as a transitional learning method to make advantage of both face-to-face and online learning platforms. In this article, the authors explored how faculty members perceive using simultaneously multiple platforms in higher education such as face-to-face, online, and hybrid platforms in teaching. In this study, the authors examined how faculty members defined hybrid learning. They also explored how the participants perceive both hybrid and online learning as vehicles for higher education advancement as well as strategies to attract more students to higher education. The purpose of this research was to develop an analytical overview of one of the learning approaches such as hybrid and its impact on higher education. The authors have interviewed ten faculty members in order to achieve this objective. The results illustrated that faculty members do not have one single definition of hybrid learning but rather they have multiple definitions. Faculty members also demonstrated that they support online learning because it achieves more accessibility to higher education, yet, they believe the face-to-face learning achieve more quality of education.

scholarly journals Discussion Forums as a Learning Material in Higher Education Institutions

2021 ◽  
Vol 2 (1) ◽  
pp. 1-9
Author(s):  
Hakan KILINC ◽  
Hakan Altinpulluk
Keyword(s):  
Online Learning ◽  
Learning Environments ◽  
Group Discussion ◽  
Point Of View ◽  
Learning Material ◽  
Discussion Forums ◽  
Online Learning Environments ◽  
Face To Face ◽  
Online Discussion Forums ◽  
Face To Face Learning

Discussion forums, which have more features among the tools used in the online group discussion process, are the most preferred learning tool in this process. Instructors, from elementary school to college often use online discussion forums to encourage interaction and complex thinking that are not always effective in traditional face-to-face learning situations. Discussion forums are a tool that enables learners to create information, collaborate and interact simultaneously or asynchronously in the online learning environment. In addition, it allows more time for all learners to reflect on their own ideas and respond to other learners in the learning process. However, it is seen that there are not enough studies on the usability of discussion forums, which are an effective learning material used in online learning environments. From this point of view, this study investigates the usability of discussion forums in online learning environments. In this study, in which qualitative research method was used, the opinions of 8 field experts determined by purposeful sampling method were consulted in the context of the use of discussion forums in online learning environments. With the investigation of the usability of discussion forums in online learning environments, it is predicted that the efficiency to be obtained from these environments will increase.

scholarly journals A collaborative design model to support hybrid learning environments during COVID19

2020 ◽  
Author(s):  
Thomas Cochrane ◽  
James Birt ◽  
Neil Cowie ◽  
Chris Deneen ◽  
Paul Goldacre ◽  
...  
Keyword(s):  
Online Learning ◽  
Learning Environments ◽  
Collaborative Design ◽  
Distributed Learning ◽  
Hybrid Learning ◽  
Environment Design ◽  
Resource Guide ◽  
Face To Face ◽  
Learning Environment Design ◽  
Face To Face Learning

COVID-19 has catalyzed online learning environment design across all university disciplines, including the traditionally practice-based disciplines. As we move from a rapid response triage mode of online learning towards a more sustained engagement with a mix of online and face-to- face learning environments (particularly for practice-based learning) we face some unique challenges. This concise paper explores an example of collaborative co-creation and co-design of a resource guide as a response to the challenges of COVID-19 for best practices for designing hybrid learning environments to facilitate distributed learning environments (face-to-face and remote students). The co-creative co-design of the resource guide highlights some of the identified key design principles behind facilitating distributed learning communities.

scholarly journals Hybrid Learning Model in the Practic Subject

2020 ◽  
Vol 5 (3) ◽  
pp. 23-28
Keyword(s):  
Online Learning ◽  
Visual Art ◽  
Three Dimensional ◽  
Hybrid Learning ◽  
Learning Model ◽  
Research Data ◽  
Graphic Arts ◽  
Face To Face ◽  
Long Time ◽  
Face To Face Learning

Hybrid learning model has been introduced in universities for a long time, but most of them take place to support instructional of theoretical learning. The application of hybrid learning models in practical subjects has never been exposed, especially for visual art education. This study was aimed to see how the development of a Quantum Working based Hybrid Learning Model (HQW) in the Graphic Arts Subject. Hybrid learning is intended to enrich the way of learning that so far has only focused on face-to-face activities.So by involving online learning, students can more freely search for varied and meaningful learning resources.When the references obtained have enriched their insights, it will be easy for students to express their ideas into two-dimensional or three-dimensional works of art.It is fully realized that there are limitations to the lecturers themselves, the completeness of campus facilities and infrastructure as well as the latest reference books.By combining face-to-face learning and online learning for the learning of art work practices, these weaknesses can be minimized.Students can make innovations from existing findings so that their work process becomes better, faster, and more efficient that we called Quantum Working.This research method is included in preliminary research R&D with the Borg and Gall model. The research data was obtained by distributing questionnaires to 114 students registered in the July-December 2019 semester and processed with a percentage formula, followed by interviews with lecturers who taught practicum subject.

scholarly journals Peningkatan Hasil Belajar Materi Memahami Teknik Melempar Bola Melalui Penerapan Model Kooperatif Tipe Snowball Throwing

2021 ◽  
Vol 4 (1) ◽  
pp. 62-73
Author(s):  
Abdul Qowi
Keyword(s):  
Online Learning ◽  
Data Analysis ◽  
Learning Outcomes ◽  
Hybrid Learning ◽  
Learning Activities ◽  
Cooperative Model ◽  
Face To Face ◽  
Learning Success ◽  
Face To Face Learning ◽  
Grade 3

After a year and a half of online learning due to the Covid-19 pandemic, face-to-face learning is limited to taking into account strict health procedures. Limited face-to-face learning (PTMT) is not necessarily the same as face-to-face learning before the Covid-19 pandemic occurred, because it contains elements that collaborate face-to-face learning with online learning, which in contemporary terms is called hybrid learning. Therefore, the intensification of face-to-face learning activities is a determinant of learning success so that the learning outcomes obtained by students can be maximized. The purpose of this study was to determine whether or not there was an increase in learning outcomes in Understanding Ball Throwing Techniques through the application of the Snowball Throwing Cooperative model in grade 3-A students of SD Negeri Wonokusumo IV/43 Surabaya. This research was conducted at SD Negeri Wonokusumo IV/43, Semampir sub-district, Surabaya City with a two-cycle action research mechanism. Based on data analysis, from this study it can be concluded that there is an increase in learning outcomes in Understanding Ball Throwing Techniques through the application of the Snowball Throwing Cooperative model in grade 3-A students of SD Negeri Wonokusumo IV/43 Surabaya.

scholarly journals THE ACADEMIC STRESS OF MALE AND FEMALE STUDENTS AT SMA N 1 PASIR PENYU IN ONLINE LEARNING DURING THE COVID-19 PANDEMIC

2021 ◽  
Vol 5 (4) ◽  
pp. 1116
Author(s):  
Elni Yakub ◽  
Dwi Rahmayani ◽  
Tri Umari
Keyword(s):  
Online Learning ◽  
Descriptive Analysis ◽  
Academic Stress ◽  
Female Students ◽  
Learning System ◽  
Male Students ◽  
Male And Female ◽  
Face To Face ◽  
Face To Face Learning ◽  
Internet Connections

The Covid-19 pandemic has made students learn through online learning, which is different from face-to-face learning. As a result, several problems might occurred due to this changing both for students and teachers. Online learning caused students to experience various academic problems, such as unstable internet connections, difficulties in understanding the materials, having more assignments, additional costs for buying internet packages, being unfamiliar with the online learning system, and increasing parents’ burden to help children in learning. Some of the problems mentioned above became a stressor for students in taking online learning. Based on the phenomenon reported by BK teachers at schools, male students were less disciplined in managing time during online learning. it was found that many male students skipped the class during online learning; many assignments were not submitted on time. As a result, their academic achievement decreased. On the other hand, female students focused more on the online learning and they were more likely to stay at home, so that it was easier for them to adapt to online learning compared to male students. The purpose of this study was to determine the differences in the level of academic stress of male and female students. The research samples were 155 students and the instrument in this study was an academic stress scale. This study obtained that the validity of the instruments was 0.3 and the reliability was 0.875. Then, the data were analyzed by independent sample T-test and descriptive analysis. The results showed that there were differences in the academic stress of male students and female students, in which the academic stress of the male students was higher than the academic stress of the female students.

scholarly journals Analisis Deskriptif Hasil Belajar Pembelajaran Tatap Muka dan Pembelajaran Online Menurut Gaya Belajar Mahasiswa

2019 ◽  
Vol 18 (2) ◽  
pp. 339-346
Author(s):  
Anthony Anggrawan
Keyword(s):  
Online Learning ◽  
Learning Styles ◽  
Student Learning ◽  
Learning Outcomes ◽  
Descriptive Analysis ◽  
Student Learning Outcomes ◽  
Learning Models ◽  
Face To Face ◽  
Face To Face Learning ◽  
Student Learning Styles

Each higher education institution has a choice of learning models to be held, namely face-to-face learning, online learning, and blended learning. Face-to-face and online learning models have advantages and disadvantages in supporting student learning styles. Student learning styles not only represent what students like in learning, but also affect student learning outcomes. So it is not surprising, until now there is still a crossing of opinion in the achievement of learning, face-to-face learning or online learning that provides better results. This study provides an answer solution to learning English, whether face-to-face learning or online learning that is superior in cognitive learning outcomes according to student learning styles. The results of the descriptive analysis in this study concluded that students with auditory and visual learning styles taught with online learning models had higher average learning outcomes compared to students taught with face-to-face learning models; there is no difference in the average value of kinesthetic student learning outcomes between students who are taught by face-to-face learning with students who are taught by online learning; and in general the results of descriptive analysis show that online learning students are more successful in achieving learning outcomes compared to face-to-face learning students in learning English.

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