scholarly journals Blended Learning in Substantive and Procedural Law Modules: Malaysia’s Experience

2021 ◽  
Vol 12 (3) ◽  
pp. 1166-1174
Author(s):  
Zainal Amin bin Ayub Et.al
Keyword(s):  
Higher Education ◽  
Blended Learning ◽  
Education System ◽  
Learning Gain ◽  
Higher Education System ◽  
Face To Face ◽  
Procedural Law ◽  
Face To Face Instruction ◽  
Conventional Classroom ◽  
Substantive Law

Since its inception in 1990s, blended learning gain its footing in higher education system. The awareness amongst law lecturers on the blended learning however are not encouraging as they are firmly hold to Socratic methodology and conventional classroom face-to-face instruction. This study examines the awareness of law lecturers in using blended learning and the performance of the students who enrolled in blended learning classes. This study involves descriptive and inferential statistical analyses to investigate the law lecturers’ awareness and to analyse impact of blended learning toward students’ performance. Five modules have been experimented, three substantive law modules and two procedural law modules. The results suggest that the awareness of law lecturers on the usage of blended learning is increasing. While students’ performance, the result shows that it is better if the module is blended, but only in regards to substantive law module. On the contrary, the performance of the students is unsatisfactory in the procedural law module. This study concludes that while the awareness and the interest among law lecturers to use blended learning is increasing, it is also concluded that the suitability of blended learning only in regards to substantive law modules compared to procedural law modules.

Impact of Covid-19 Pandemic on Higher Education and Research

2020 ◽  
Vol 14 (2) ◽  
pp. 340-343 ◽  
Author(s):  
Shazia Rashid ◽  
Sunishtha Singh Yadav
Keyword(s):  
Higher Education ◽  
Education System ◽  
Student Learning Outcomes ◽  
Research Strategies ◽  
Higher Education System ◽  
Face To Face ◽  
The World ◽  
Downward Spiral ◽  
Huge Impact ◽  
Community Transmission

COVID-19 outbreak has caused a downward spiral in the world economy and caused a huge impact on the higher education system. The sudden closure of campuses as a social distancing measure to prevent community transmission has shifted face-to-face classes to online learning systems. This has thrown the focus on utilising eLearning tools and platforms for effective student engagement which may have limitations of accessibility and affordability for many students. The pandemic has exposed the shortcomings of the current higher education system and the need for more training of educators in digital technology to adapt to the rapidly changing education climate of the world. In the post-pandemic situation, the use of eLearning and virtual education may become an integral part of the higher education system. The higher education institutions and universities need to plan the post-pandemic education and research strategies to ensure student learning outcomes and standards of educational quality.

Mathematics Support – Essential at the Best of Times, Crucial at the Worst of Times

2021 ◽  
Vol 29 (3) ◽  
Author(s):  
Deborah Cheryl Jackson
Keyword(s):  
Higher Education ◽  
Education System ◽  
Physical Space ◽  
Higher Education System ◽  
Face To Face ◽  
One To One ◽  
Changing Times ◽  
Face Support

Mathematics and statistics support is essential in today’s higher education system. It gives students the guidance, expertise, skills and nurturing they need to be successful in their studies and beyond. It offers them opportunities to explore past their limits, self-motivate, self-assess, seek relevance, and ask questions. The Maths Hub at La Trobe University, Australia, recently changed, as we all did, with our face-to-face support in a physical space transitioned to face-to-face support via Zoom, almost overnight due to the COVID-19 pandemic. This is our tale – how we transitioned from the vibrant, busy, demanding physical space to a wholly online world. The advantages, the surprises, the incidents, the attendances, and the feedback, will be highlighted. Not only was the interaction and intimacy of one-to-one sessions successful, but also the increased engagement in the tailored cross-disciplinary online modules that we offer. It is the worst of times, but it is also the best of times for creating innovative online opportunities, and it is changing times. But the thirst for mathematics and statistics support remains strong.

scholarly journals COVID-19 AND EDUCATION MANAGEMENT: THE CASE OF SILESIAN REGION - POLAND

2021 ◽  
Vol 2 ◽  
pp. 162-168
Author(s):  
Luis Ochoa Siguencia ◽  
Gilberto Marzano ◽  
Renata Ochoa-Daderska ◽  
Zofia Gródek-Szostak ◽  
Anna Szeląg-Sikora
Keyword(s):  
Higher Education ◽  
Social Relations ◽  
Education System ◽  
Learning Experience ◽  
Teaching Staff ◽  
Teaching Methodology ◽  
Higher Education System ◽  
Face To Face ◽  
E Learning ◽  
Teaching Learning

COVID-19 outbreak has changed the economic and social relations and caused a critical impact on the higher education system. The closure of University campuses to prevent community transmission of the Coronavirus SARS-CoV-2 has shifted face-to-face classes to online learning, distance learning, e-learning, mobile learning, and social learning. E-Learning and virtual education may become an essential component of the higher education system in the next years. Accordingly, teaching staff had to adapt their teaching methodology and tools to eLearning tools and platforms for effective student engagement. This paper reports on a first study conducted from December 2020 to January 2021, involving one hundred Higher Schools teachers of Management in the Silesia Region.The study showed many serious problems related to the emergency teaching-learning experience since it was essentially based on the translation of face-to-face approach in the online environment. 

scholarly journals Development of blended learning in universities

2020 ◽  
Vol 6 (Extra-C) ◽  
pp. 215-222
Author(s):  
Elena Alexandrowna Klimakina ◽  
Nadezhda Valerevna Palanchuk ◽  
Marina Alexandrovna Golovyashkina ◽  
Ashot Saratovich Kagosyan ◽  
Olesia Vladimirovna Popova
Keyword(s):  
Higher Education ◽  
Blended Learning ◽  
Education System ◽  
Educational Process ◽  
Optimal Conditions ◽  
Educational Organization ◽  
Hybrid Education ◽  
Higher Education System ◽  
Full Form ◽  
The Russian Federation

The aim of the present study is to discover the optimal conditions, including organizational and legal conditions, for the introduction of blended learning in the higher education system. To achieve the defined objective, the authors analyze the legal regulations that govern the use of various forms of education in the higher education system in general and distance learning in particular and assess the need for the implementation of hybrid education in the Russian Federation at the present time. Based on the research carried out on normative acts, the authors conclude that distance education presents an educational technology and can, therefore, be used as a means of organizing the educational process in the realization of an educational program through any type of learning including the full form of time in accordance with the local regulations of the educational organization in question. It is demonstrated that the implementation of individual principles and approaches in international practice can contribute to the solution of the specific problems of implementation and use of blended learning.    

Evaluating Technostress to Improve Teaching Performance

2020 ◽  
pp. 161-183 ◽  
Author(s):  
Alejandro Vega-Muñoz ◽  
Carla Estrada-Muñoz
Keyword(s):  
Higher Education ◽  
Education System ◽  
Academic Stress ◽  
The Other ◽  
Teaching Performance ◽  
Snowball Sampling ◽  
Stress Perception ◽  
Higher Education System ◽  
Face To Face ◽  
Stress Levels

The main objective is to evaluate the techno stress perception in the Chilean higher education system professors, a system with a strong market orientation regarding the career's free choice and professional orientation, which is mainly offered in face-to-face mode. In the techno-stress levels identification, it is important to distinguish if these are such that they can affect the teaching performance. For this, techno-tensors and factors are used that determine the technology impact levels in academic stress, in the components: skepticism, fatigue, anxiety and inefficacy. A quantitative approach methodology and non-random design is used, with a snowball sampling obtaining the 190 academics' opinions from Chilean universities. Detecting in general low techno-stress levels with the fatigue slightly higher in comparison to the other three components.

The Influence of Western Qur'anic Scholarship in Turkey

2012 ◽  
Vol 14 (1) ◽  
pp. 9-44
Author(s):  
Mehmet Akif Koç
Keyword(s):  
Higher Education ◽  
Education System ◽  
Higher Education System ◽  
Turkish Higher Education ◽  
Tremendous Importance ◽  
Cultural World

After first surveying the development of academic studies of Islam within the modern Turkish higher education system, this essay provides an inventory of material that has been translated from Western languages into Turkish. It is inevitable that orientalist studies will have a place of tremendous importance in this analysis. However, approaches to the Qur'an and its exegesis which have been developed under the influence of the Western scientific and cultural world encompass a larger range of literature that includes not only the orientalist studies themselves but also the criticisms directed against these studies. Particular attention is paid to the work of Fazlur Rahman and Arab scholars influenced by Western methods, and an assessment of the various issues related to the critique of orientalist works is provided.

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.

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