scholarly journals Heroe’s model: Case study to reduce students’ learning loss and anxiety

2021 ◽  
Vol 16 (3) ◽  
pp. 1122-1140
Author(s):  
Heru Kurniawan ◽  
Budiyono Budiyono
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Learning Model ◽  
Learning Loss ◽  
Self Assessment ◽  
Model Learning ◽  
Model Case ◽  
Face To Face ◽  
Learning Barriers ◽  
Face To Face Learning

The spread of COVID-19 in all countries is forcing a change from face-to-face learning to online learning. Of course, the implementation of online learning cannot be separated from the obstacles and threats of decreasing the quality of education, one of which is the threat of learning loss and anxiety. This study aims to see and reduce learning loss and learning anxiety in higher education through the application of Heroe’s math online learning model. This study is a qualitative descriptive study using diagnostic tests, self-development tests, self-rating anxiety scale test, self-assessment questionnaires and interviews as data collection instruments. Data analysis used technical triangulation. The results showed that with the application of Heroe’s math online learning model there were no learning loss symptoms and showed a decrease in students’ anxiety levels. The results of this study have an important meaning that the need for handling and adaptation to learning barriers due to changes in the learning environment is not certain.      Keywords: Anxiety, higher education, Heroe’s model, learning loss

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.

Implementing and Promoting Blended Learning in Higher Education Institutions

2010 ◽  
pp. 70-87 ◽  
Author(s):  
Lixun Wang
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Blended Learning ◽  
Higher Education Institutions ◽  
Rapid Development ◽  
Current Trend ◽  
Face To Face ◽  
Peer Editing ◽  
Academic Reading ◽  
Face To Face Learning

With the rapid development of the Internet, blended learning (online learning plus face-to-face learning) has become a model that more and more higher education institutions are intending to adopt. This chapter first compares various forms and expressions of blended learning adopted by different institutions around the world, and then reports on how blended learning has been implemented and promoted in the English Department at the Hong Kong Institute of Education (HKIEd) using a variety of approaches. Here, a number of projects have been carried out over the past seven years, focusing on the conversion of traditional face-to-face modules into partly face-to-face, partly online modules. In addressing these developments, the Blackboard online learning management system, which has been adopted as the main platform for the delivery of blended learning at HKIEd, is first examined. Then the design of a series of subject-specific Web sites to supplement the Blackboard system and facilitate blended learning is introduced. Finally, the implementation of innovative Wikibook projects is illustrated and discussed. Such Wikibook projects, where students are required to work in groups to write an academic textbook collaboratively online, are highly effective in promoting not only autonomous yet collaborative online academic reading and writing, but also online peer editing. This adds a new dimension to blended learning. Feedback from students shows that they greatly enjoyed the experience of collaborative academic writing through the Wikibook projects, and found that the wiki technology made peer editing much more efficient and effective. All the evidence suggests that blended learning has great potential as a vehicle for teaching and learning and is a notable current trend in higher education.

scholarly journals Differences in assessment methods of face-to-face and online learning

2021 ◽  
Vol 127 ◽  
pp. 01015
Author(s):  
Nadezhda Mamatkulovna Glushkova ◽  
Karine Henrickovna Apresyan ◽  
Daria Aleksandrovna Mironova ◽  
Tatiana Nikolaevna Lyubimova ◽  
Natalya Vladimirovna Chernyishkova
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Foreign Language ◽  
Educational Process ◽  
Assessment Methods ◽  
Assessment System ◽  
Assessment Process ◽  
Face To Face ◽  
Teachers And Students ◽  
Face To Face Learning

The article is devoted to the study of differences in assessment methods of face-to face and online learning of a foreign language in higher education, in particular, the issue of the effectiveness of the assessment techniques used in different formats. Numerous questions that accompanied foreign language online learning in 2019-2020 and 2020-2021 academic years, as well as contradictory reviews about the assessment methods of students’ knowledge were the prerequisites of the study. The experience demonstrated that online learning differs significantly from face-to-face learning in a number of requirements for teachers and students. The aim of the study is to modify traditional methods of students’ knowledge evaluation and assessment in the form of credits or examinations towards greater independence and objectivity and achieve the autonomy of the assessment process. We carried a survey of students’ opinions on the effectiveness of the forms of assessment adopted at the higher education. Based on the survey results, recommendations are made for improving methods of students’ knowledge assessment system with respect to the educational format. The conclusions made on the basis of data analysis provide a number of changes in the methods of online assessment both in the educational process at higher education and in staff training programs.

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 Assessing the Effectiveness of Geography-based Online Learning During the Covid-19 Pandemic in Higher Education

2021 ◽  
Vol 6 (3) ◽  
pp. 319
Author(s):  
Abdul Wahab Abdi ◽  
Syahrul Ridha ◽  
Muhammad Yunus ◽  
Puspita Annaba Kamil ◽  
Intan Safiah ◽  
...  
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Rural Areas ◽  
Geography Education ◽  
Fair Share ◽  
Face To Face ◽  
Creative Commons ◽  
The Face ◽  
Learning Platforms ◽  
Face To Face Learning

The Covid-19 pandemic almost stalled the face-to-face learning method in all institutions across the globe. Consequently, for learning to continue uninterrupted, there was a need to change teaching mode to online using social media and other platforms. This research aimed to examine the effectiveness of online learning during the Covid-19 pandemic and the challenges geography students faced in implementing this type of study. The research used a descriptive qualitative approach involving questionnaires designed to determine the implementation of online learning and the challenges encountered. The questions were structured through synthesizing various components of learning. Random selection was used to select 305 participants from various higher education institutions in the Aceh Region, Indonesia. The results indicated that online learning during the Covid-19 pandemic was effectively implemented. However, some challenges were encountered, including students who could not fully participate since they could not log in to the provided learning platforms. Furthermore, students from rural areas had poor internet connectivity besides the inability to buy internet quota. There were many instances of reported power supply failures, and this hindered online learning. Overall, learning geography during the pandemic was effective, though it had a fair share of challenges. The research also identified the need to develop an online learning model, teaching material, and multimedia in supporting geography-based online learning.     Keywords: Assessing; Effectiveness; Geography-based online learning; Covid-19; Higher education Copyright (c) 2021 Geosfera Indonesia and Department of Geography Education, University of Jember     This work is licensed under a Creative Commons Attribution-Share A like 4.0 International License

scholarly journals An Evaluation of E-Learning Sources used in Higher Education in Covid Pandemic Period

2021 ◽  
pp. 20-25
Author(s):  
Amrita Prakash ◽  
Dr. Kishan Lal
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Educational System ◽  
Education System ◽  
Global Economy ◽  
Traditional Learning ◽  
Face To Face ◽  
E Learning ◽  
Learning Platforms ◽  
Face To Face Learning

Schools, colleges and universities in India is based on traditional learning that is face to face learning through offline classes. Many institute have started mix learning (offline and online) while some institute still lack this facilities. The sudden boom of the coronavirus also called Covid-19 change the educational system. The WHO declared this as a pandemic. This lead to the changes in educational system from the traditional to the online. Everything got changed in an-overnight. Covid-19 affected the person as well as the global economy of a country. It has shaken the learning of the students as it affected the education system. It forced many schools, colleges, institution, etc. to temporarily shut down. Many teachers were discontinuous in taking the classes in online learning. Now, this research paper is based on different e-learning applications that were used in Covid-19 pandemic. How many students were able to improve their skills while using e-learning platforms.

scholarly journals Blanded Learning: Solusi Model Pembelajaran Pasca Pandemi Covid-19

2020 ◽  
Vol 6 (2) ◽  
pp. 83-94
Author(s):  
Afroh Nailil Hikmah ◽  
Ibnu Chudzaifah
Keyword(s):  
Online Learning ◽  
Blended Learning ◽  
Learning Strategies ◽  
Time Allocation ◽  
Model Development ◽  
Learning Model ◽  
Learning Models ◽  
Face To Face ◽  
New Findings ◽  
Face To Face Learning

Online learning has become a demand for education since the Covid-19 pandemic and continues in New Normal until it continues until post-pandemic even if teachers or lecturers have to develop learning strategies. Therefore teachers/lecturers are required to be literate in technology and always up to date on learning models, one of which is Blended Learning. This research itself is expected to explain what is meant by the Blended Learning Model. And, how is the application of the Blended Learning Model when applied to the new order after the Covid-19 pandemic. The research method in this article uses a literature review, where an action on the quality and new findings of scientific work. The development of a blended learning model is a combination of learning models carried out in an online and offline context. The allocation used is 50:50, meaning that from the time allocation provided, 50% for face-to-face learning activities and 50% for online learning. The same is the case with using a 75:25 composition and doing 25:75. Blended learning model development techniques that need to be developed; 1) Face-to-face Learning Model; 2) Learning Using Electronic Teaching Materials, and 3) Learning Using Technology Media.

Implementing and Promoting Blended Learning in Higher Education Institutions

2012 ◽  
pp. 948-965
Author(s):  
Lixun Wang
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Blended Learning ◽  
Higher Education Institutions ◽  
Rapid Development ◽  
Current Trend ◽  
Face To Face ◽  
Peer Editing ◽  
Academic Reading ◽  
Face To Face Learning

With the rapid development of the Internet, blended learning (online learning plus face-to-face learning) has become a model that more and more higher education institutions are intending to adopt. This chapter first compares various forms and expressions of blended learning adopted by different institutions around the world, and then reports on how blended learning has been implemented and promoted in the English Department at the Hong Kong Institute of Education (HKIEd) using a variety of approaches. Here, a number of projects have been carried out over the past seven years, focusing on the conversion of traditional face-to-face modules into partly face-to-face, partly online modules. In addressing these developments, the Blackboard online learning management system, which has been adopted as the main platform for the delivery of blended learning at HKIEd, is first examined. Then the design of a series of subject-specific Web sites to supplement the Blackboard system and facilitate blended learning is introduced. Finally, the implementation of innovative Wikibook projects is illustrated and discussed. Such Wikibook projects, where students are required to work in groups to write an academic textbook collaboratively online, are highly effective in promoting not only autonomous yet collaborative online academic reading and writing, but also online peer editing. This adds a new dimension to blended learning. Feedback from students shows that they greatly enjoyed the experience of collaborative academic writing through the Wikibook projects, and found that the wiki technology made peer editing much more efficient and effective. All the evidence suggests that blended learning has great potential as a vehicle for teaching and learning and is a notable current trend in higher education.

scholarly journals Pengelolaan Pembelajaran melalui Blanded Learning dalam Meningkatkan Receptive Skill Peserta Didik di Pondok Pesantren

PALAPA ◽  
2018 ◽  
Vol 6 (2) ◽  
pp. 1-18
Author(s):  
Nur Hayati ◽  
Mualim Wijaya
Keyword(s):  
Information Technology ◽  
Online Learning ◽  
Rapid Development ◽  
Boarding School ◽  
Learning Model ◽  
Learning Models ◽  
Great Opportunity ◽  
Face To Face ◽  
Face To Face Learning ◽  
Learning Interest

This study discusses the management of learning through blanded learning in improving receptive skill of students in boarding school Bahrul Ulum Besuk Kidul, Besuk, Probolinggo. Arabic is now widely provided by using varied models and online learning media. However, the various learning models are still less relevant and efficient, which causes students to understand less ability receptive skill, especially on learning Arabic. The rapid development of information technology has provided a great opportunity for the development of online learning model on motivation or increase student learning interest. This study aims to produce a blended learning model, which is a combination of online learning model and face to face learning, which can improve the receptive skills of learners.

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