scholarly journals Face-to-face + online = success? What I learned from designing modular blended learning listening and speaking skills development courses at the University of Pécs

2020 ◽  
Author(s):  
Krisztián Simon
Keyword(s):  
Blended Learning ◽  
Skills Development ◽  
Face To Face ◽  
The University ◽  
Listening And Speaking ◽  
Speaking Skills

scholarly journals Students' Perception on Blended Learning in English Listening and Speaking Class

2018 ◽  
Vol 9 (1) ◽  
Author(s):  
Magdalena Kartikasari Tandy Rerung
Keyword(s):  
Online Learning ◽  
Blended Learning ◽  
Language Learning ◽  
English Language ◽  
Language And Culture ◽  
Face To Face ◽  
Learning Platform ◽  
Face To Face Learning ◽  
Communicative Teaching ◽  
Listening And Speaking

<p>Nowadays, the communicative teaching has been influenced by the development of technology. Becoming interactive teacher would not be enough if it is not supported by technology usage. Online learning in this case has been a powerful tool to help language learners during their learning progress.  It is said that that online instruction raised the good and average student’s reading performance and the performance of the lowest-performing as well. In listening and speaking, online learning can help students improve their pronunciaton as well the comprehension skill. Therefore, the following study is designed to find out the students’ perceptions towards the use of both online and face-to-face learning in listening and speaking classroom. There are 30 students from the 1<sup>st</sup> and 3<sup>rd</sup> semester of English Language and Culture Departement and they joined the class for 1 semester. Online learning platform used was taken from Cambridge Learning Management System integrated with Unlock 2 and Unlock 4 books as the source of learning. The result shows that most of the students see online learning as an alternative tool to help them during their learning process.<strong></strong></p><strong>Keywords: </strong>blended learning, online learning, face-to-face learning, language learning

scholarly journals Los procesos de evaluación en asignaturas presenciales, semipresenciales y no presenciales de la universidad de Lleida. Opinión de profesorado y estudiantes.

2011 ◽  
pp. a176
Author(s):  
Òscar Flores Alarcia ◽  
Isabel Del Arco Bravo
Keyword(s):  
Blended Learning ◽  
Face To Face ◽  
Teachers And Students ◽  
E Learning ◽  
The University ◽  
Assessment Strategies

El artículo está basado en un estudio realizado con el objetivo de observar el desarrollo de los procesos de evaluación en diferentes asignaturas presenciales, semipresenciales y no presenciales de la Universidad de Lleida. Se recogieron datos a través de análisis documental de planificaciones, un cuestionario a  profesorado y estudiantado y entrevistas a profesorado. Los datos mostraron diferentes percepciones sobre las estrategias de evaluación entre docentes y discentes. También que a medida que aumenta la no presencialidad se desarrollan más estrategias de evaluación continuada.Assessment processes in face-to-face, blended-learning and e-learning subjects at the university of Lleida. Opinion of teachers and students.AbstractThe article is based on a study carried out to observe the development of the assessment processes in face-to-face, blended-learning and e-learning subjects at the University of Lleida. We took data from documental analyses of the schedules, questionnaires at teachers and students and interviews at teachers. The data showed different perceptions of assessment strategies between teachers and students, as well as that continued assessment is more used in e-learning subjects than face-to-face subjects.

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.

Blended Learning Experience of Graduate Students

2015 ◽  
pp. 999-1021
Author(s):  
Wafa Hozien
Keyword(s):  
Graduate Students ◽  
Focus Group ◽  
Blended Learning ◽  
Learning Experience ◽  
Early Years ◽  
Research Needs ◽  
Face To Face ◽  
Student Focus ◽  
Student Focus Group ◽  
The University

Blended learning has been in existence for over a decade, and more research needs to be done to determine its efficacy and desirability for colleges and universities. The goal of this chapter is to document the ways in which blended learning has changed the university learning experience for graduate students. End-of-semester student questionnaires were analyzed, and it was found that even in the early years of blended learning, students were generally satisfied and appreciated the convenience of the blended modality. Quantitative and qualitative data was collected through the questionnaires, a student focus group, and faculty interviews. The goal of this chapter is to answer the questions: How do graduate students perceive the BL experience? What are the faculty's perspectives about changes in the delivery of instruction? How has the university learning experience been changed as a consequence of BL? Student priorities were teacher presence, faculty skill at teaching blended classes, and the support that was available to them from the faculty and administration. Faculty voiced concerns with transitioning from teaching face-to-face or online to teaching blended.

scholarly journals Implementasi Teori Pembelajaran Blended Learning dalam Menyeimbangkan Kapabilitas Belajar pada Era Digital (Studi Kasus di Prodi PAI Universitas Alma Ata Yogyakarta)

2020 ◽  
Vol 7 (1) ◽  
pp. 33-51
Author(s):  
Abdul Rohman
Keyword(s):  
Blended Learning ◽  
Learning Theory ◽  
Cognitive Strategies ◽  
Verbal Information ◽  
Face To Face ◽  
Learning Patterns ◽  
Learning Capabilities ◽  
E Learning ◽  
The University

Blended learning learning pattern is a combination of conventional learning patterns and e-learning. The concept of blended learning applied at the University of Alma-ata uses the WEB system with a composition of blended learning patterns, 75% for conventional learning and 25% for e-learning. The implementation of the blended learning theory in balancing learning capabilities includes two classifications. Learning capabilities include five aspects, namely verbal information, cognitive strategies, intellectual skills, attitudes and motor skills. The five capabilities are divided into two classifications of blended learning theory, namely verbal information and cognitive strategies included in the classification of e-learning, this is because it places more emphasis on the knowledge aspect. Then the three other aspects fall into the classification of conventional learning, this is because the conventional learning process is carried out directly and face-to-face between educators and students, educators become a central figure in learning and play a role not only in conveying science but as explained by Alghazali, educators are al -mudaris, al-mualim, al-muaddib and al-walid.

scholarly journals LEARNING EXPERIENCES USING BLENDED LEARNING ON EFL LEARNERS AT SULAWESI BARAT UNIVERSITY

JURNAL BASIS ◽  
2020 ◽  
Vol 7 (1) ◽  
pp. 121
Author(s):  
Putu Wahyu Sudewi
Keyword(s):  
Blended Learning ◽  
Case Studies ◽  
Learning Style ◽  
Learning Experience ◽  
Learning Experiences ◽  
Learning Model ◽  
Efl Learners ◽  
Face To Face ◽  
Network Connection ◽  
The University

Blended learning is a mixed learning model between conventional learning or commonly called face-to-face and e-learning. This learning model utilizes an internet connection to do one of its components, namely online learning that utilizes certain applications. Based on that, the problems examined in this study are: (1) How did students feel about their blended learning experience, (2) What difficulties/challenges did students experience during their blended learning experience? This study aims to determine learning experiences and difficulties/challenges using blended learning models in EFL learners at the University of Sulawesi Barat and the type of ethnographic research that focuses on case studies. This study focuses on case studies in order to investigate deep phenomena regarding a case. Data are described descriptively. The subjects in this study are students or learners of English as a foreign language (EFL) at the University of Sulawesi Barat. Data collection methods are observation, interviews, and questionnaires addressed to EFL students. The validity of the data technique is the technique of triangulation. The result of this study represents 5 learning experiences that faced by all subjects. There were blended learning method made them more excited because can done everywhere, less embarrassing felt, flexible, motivate to active in learning, simplify and speed up the process of nonstop communication. Furthermore, difficulties/challenges faced by all subjects using the method was network connection an Four varying categories emerged and these included: managing time, technical issues, novelty of the learning experience, and learning style.

scholarly journals Blended Learning Internationalization from the Commonwealth

2011 ◽  
pp. 141-167
Author(s):  
Shelley Kinash ◽  
Susan Crichton
Keyword(s):  
Higher Education ◽  
International Students ◽  
Blended Learning ◽  
Teaching And Learning ◽  
Lessons Learned ◽  
Learning Approaches ◽  
Face To Face ◽  
University Systems ◽  
E Learning ◽  
The University

This case depiction addresses the contentious issue of providing culturally and globally accessible teaching and learning to international students in universities in the Commonwealth nations of Australia and Canada. The chapter describes the university systems and cultures, the barriers to authentic higher education internationalization, and the problems frequently experienced by international students. Two university cases are presented and analysed to depict and detail blended learning approaches (face-to-face combined with e-learning) as exemplars of culturally and globally accessible higher education and thereby ideologically grounded internationalization. Lessons learned are presented at the systems level and as teaching and learning solutions designed to address pedagogical problems frequently experienced by international students in the areas of communication, academic skills, teaching and learning conceptualization, and moving from rote learning to critical thinking. The blended learning solutions are analysed through the lens of critical theory.

Blended Learning Internationalization from the Commonwealth

2012 ◽  
pp. 101-132
Author(s):  
Shelley Kinash ◽  
Susan Crichton
Keyword(s):  
Higher Education ◽  
International Students ◽  
Blended Learning ◽  
Teaching And Learning ◽  
Lessons Learned ◽  
Learning Approaches ◽  
Face To Face ◽  
University Systems ◽  
E Learning ◽  
The University

This case depiction addresses the contentious issue of providing culturally and globally accessible teaching and learning to international students in universities in the Commonwealth nations of Australia and Canada. The chapter describes the university systems and cultures, the barriers to authentic higher education internationalization, and the problems frequently experienced by international students. Two university cases are presented and analysed to depict and detail blended learning approaches (face-to-face combined with e-learning) as exemplars of culturally and globally accessible higher education and thereby ideologically grounded internationalization. Lessons learned are presented at the systems level and as teaching and learning solutions designed to address pedagogical problems frequently experienced by international students in the areas of communication, academic skills, teaching and learning conceptualization, and moving from rote learning to critical thinking. The blended learning solutions are analysed through the lens of critical theory.

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