scholarly journals Bricks or clicks? Predicting student intentions in a blended learning buffet

2013 ◽  
Vol 29 (6) ◽  
Author(s):  
Michelle Hood
Keyword(s):  
Blended Learning ◽  
Extrinsic Motivation ◽  
Self Regulation ◽  
Computer Software ◽  
Expectancy Value ◽  
Face To Face ◽  
Online Tutorials ◽  
Lower Ability ◽  
Practical Factors ◽  
Value Model

<p>This study examined predictors of students' intentions to access face-to-face (f2f) or online options for lectures and tutorials in a buffet-style blended learning 2nd-year psychology statistics course (<em>N </em>= 113; 84% female). Students were aged 18 to 51 years (<em>M </em>= 23.16; <em>SD</em> = 6.80). Practical and technological predictors, along with attitudinal and motivational factors drawn from the expectancy value model, were tested. Higher work commitments, greater reliance on rehearsal, higher self-regulation, and higher critical thinking were the most important predictors of intentions to use online lectures. Almost 40% of the variance in those intentions was explained. Having the required computer software was the only independent predictor of intentions to attend synchronous online tutorials. Overall, 10% of the variance in those intentions was explained. Intentions to access asynchronous (archived) online tutorials were uniquely predicted by lower ability and higher extrinsic motivation. Overall, 26% of the variance in those intentions was explained. The predictors did not explain significant variance in intentions to attend f2f lectures or tutorials. These findings contribute to understanding how students go about making choices when faced with buffet style blended learning courses. Motivational and practical factors both influence the choices students make.</p><br />

scholarly journals Menumbuhkan Motivasi Belajar Dari Aspek Value, Expectancy dan Self Regulated Learning

2019 ◽  
Vol 9 (1) ◽  
pp. 87
Author(s):  
Lilik Tahmidatien ◽  
Wawan Krismanto
Keyword(s):  
Self Regulation ◽  
Expectancy Value ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Value Model

Kajian ini bertujuan untuk mengulas tentang: 1) bagaimanakah aspek Value, Expectancy dan Self Regulation pada konsep motivasi?, 2) bagaimana strategi menumbuhkan Value dan Expectancy positif serta kemampuan Self Regulated Learning pada siswa?. Metode yang digunakan adalah studi pustaka dari berbagai buku dan jurnal ilmiah. Membahas tentang motivasi, maka ada dua konsep yang penting yaitu value dan ekspektasi, yang kemudian oleh Eccles dan Wigfild diistilahkan dengan Expectancy-Value Model. Value yaitu nilai subyektif terhadap tujuan yang ingin dicapai, dengan kata lain value mengacu pada sejauh mana seseorang peduli atau menghargai tugas yang ada. Dengan demikian seberapa keras siswa belajar akan dipengaruhi oleh value yang mereka miliki atas tujuan yang telah mereka tetapkan. Agar termotivasi dalam mengejar tujuan belajar, siswa juga harus memegang harapan terhadap hasil belajar yang positif (Expectancy), yaitu harapan untuk keberhasilan mencapai tujuan. Ekspektasi atau harapan dapat memberikan pengaruh yang kuat pada motivasi siswa. Seberapa keras siswa belajar sangat bergantung pada seberapa besar harapan yang ingin mereka capai. Harapan terhadap hasil juga mencerminkan keyakinan bahwa tindakan spesifik yang dilakukannya akan membawa hasil yang diinginkan. Harapan positif akan terhubung/terkait dengan perilaku siswa dan berujung pada hasil positif yang diinginkan. Lingkungan belajar yang dekat dengan penggunaan teknologi (digital) juga menuntut keterlibatan diri karena minimnya bimbingan dan dukungan terstruktur dan intensif sepanjang proses pembelajaran berlangsung. Untuk mendorong pembelajaran yang efektif pada lingkungan seperti itu, siswa harus dilatih dalam menguasai strategi self regulation. Secara umum, self regulation dapat menjelaskan proses pembelajaran siswa dan keberhasilan mereka di kelas. Ketika siswa termotivasi untuk belajar, mereka cenderung lebih menginvestasikan waktu dan energi yang diperlukan untuk belajar dan menerapkan keterampilan self regulation yang sesuai. Maka menjadi tantangan bagi para pendidik saat ini untuk menumbuhkan value dan Expectancy yang positif pada siswa serta meningkatkan kemampuan self regulated learning mereka agar termotivasi mencapai tujuan belajar yang dingginkan.

Translating Knowledge Through Blended Learning: A Comparative Analysis of Face-To-Face and Blended Learning Methods

2012 ◽  
Vol 26 (4) ◽  
pp. 305-314 ◽  
Author(s):  
P Golden Thomas ◽  
Karpur Arun
Keyword(s):  
Comparative Analysis ◽  
Blended Learning ◽  
People With Disabilities ◽  
Employment Outcomes ◽  
Learning Model ◽  
Individuals With Disabilities ◽  
Face To Face ◽  
Traditional Program ◽  
Online Tutorials ◽  
The Impact

This study is a comparative analysis of the impact of traditional face-to-face training contrasted with a blended learning approach, as it relates to improving skills, knowledge and attitudes for enhancing practices for achieving improved employment outcomes for individuals with disabilities. The study included two intervention groups: one participated exclusively in a half-day traditional face-to-face training program entitled Disability is Diversity; the other participated in both the traditional program and also accessed a series of additional online tutorials to reinforce knowledge translation. The pre-/post-analysis of participants indicated a statistically significant increase in knowledge and intentions of improving employment outcomes for people with disabilities across both groups. A six-month post-training follow-up provided important details about the continued impact of training on improving employment for individuals with disabilities. Specifically, participants who participated in the blended learning model were more likely to advocate the use of leading practices compared to those who attended only the traditional program. Thus, use of a blended learning model appears to increase capacity building of practicing professionals as they approach employment issues for people with disabilities as an issue of diversity, leading toward improved employment outcomes.

scholarly journals Post-16 Further Mathematics blended learning: learner self-regulation, mathematical resilience and technology

2021 ◽  
Author(s):  
Sofya Lyakhova ◽  
Marie Joubert
Keyword(s):  
Blended Learning ◽  
Mathematics Curriculum ◽  
Self Regulation ◽  
Online Course ◽  
Face To Face ◽  
Support Programme ◽  
New Learning Environments ◽  
Regulation Strategies ◽  
And Gender ◽  
Teaching Time

Abstract This paper reports on a study set in Wales where the Further Mathematics Support Programme Wales supports the provision of an advanced qualification in mathematics for 16- to 18-year-old students with courses delivered in reduced teaching time. The study aimed to understand how the students experienced the Further Mathematics (FM) courses which are delivered either face-to-face or online and, more generally, to negotiate a place of alternative forms of delivery in post-16 mathematics curriculum. Sixteen students, eight of whom studied through the online course, were interviewed; overall, although they found the course challenging both in terms of the content and relatively limited teaching time, they enjoyed it and appeared to perceive benefits from taking the course. Most volunteered ‘tips’ about coping with the challenges of the course and the tips can be seen as strategies of self-regulation. Self-regulation strategies were reported more strongly by the students taking the course online than those attending face-to-face classes. In view of the evidence of technology creating new learning environments perceived as advantageous by students, it is hypothesized that introducing blended learning as part of post-16 mathematics curriculum could be beneficial. Improving learner self-regulation is discussed as means of improving access to FM. Other findings included the importance of support from peers, parents and schools and gender differences.

scholarly journals Pedagogy of Effective Blended Learning

2020 ◽  
Vol 9 (3) ◽  
pp. 8-20
Author(s):  
N.V. Andreyeva
Keyword(s):  
Blended Learning ◽  
Self Efficacy ◽  
Personal Responsibility ◽  
Self Regulation ◽  
Educational Process ◽  
Assessment System ◽  
Modern Concept ◽  
Face To Face ◽  
Self Regulated Learning ◽  
Face To Face Learning

The work is aimed at presenting a model of effective blended learning pedagogy, its values, key factors of effective blended learning, as well as recommendations for teachers and trainers. A review of the literature in recent years is presented. The basic principles of effective blended learning: the student is at the center of the educational process, focus not only on knowledge, but also on competencies, personalization, personal responsibility for the results of their own activities. The results obtained make it possible to say that the effectiveness of blended learning is influenced by design from a goal and a flexibility, mastery based learning and differentiation, personalization, learning communities, active and interactive learning, a change in the assessment system, educational independence and self-regulated learning, self-efficacy and the use of diagnostic tests. There is evidence that the modern concept of blended learning includes a change in pedagogical approach, although in widespread use it continues to be a combination of online and face-to-face learning. It is noted that modern research is aimed at identifying parameters that affect the effectiveness of blended learning, such as self-regulation and self-efficacy of students, the use of differentiated teaching by teachers, formative assessment, active learning. Recommendations are given for teachers and methodists to improve the effectiveness of blended learning.

scholarly journals "More Confident Going into College": Lessons Learned from Multiple Stakeholders in a New Blended Learning Initiative

2016 ◽  
Vol 20 (4) ◽  
Author(s):  
Aimee L. Whiteside ◽  
Amy Garrett Dikkers ◽  
Somer Lewis
Keyword(s):  
United States ◽  
Blended Learning ◽  
Single Case ◽  
Self Regulation ◽  
The United States ◽  
Lessons Learned ◽  
Observation Data ◽  
Multiple Stakeholders ◽  
Face To Face ◽  
Self Regulated Learning

This article examined a blended learning initiative in a large suburban high school in the Midwestern region of the United States. It employed a single-case exploratory design approach to learn about the experience of administrators, teachers, students, and parents. Using Zimmerman’s Self-Regulated Learning (SRL) Theory as a guiding framework, this study explored surveys, face-to-face observation data, interview transcriptions, and focus group transcriptions to learn about different stakeholders’ experiences and their observations about student readiness for blended learning. As a result, the data suggested three major themes, namely how blended learning initiatives can promote autonomy and self-regulation, encourage inquiry and build relationships, and ultimately help students feel ready for college.

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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