scholarly journals Quadrant of Blended Learning: a Proposed Conceptual Model for Designing Effective Blended Learning

2018 ◽  
Vol 1 (1) ◽  
pp. 1-5
Author(s):  
Uwes Anis Chaeruman ◽  
Santi Maudiarti
Keyword(s):  
Blended Learning ◽  
Conceptual Model ◽  
Learning Strategies ◽  
Learning Experience ◽  
Asynchronous Learning ◽  
Instructional Designers ◽  
Face To Face ◽  
Synchronous Learning ◽  
E Learning ◽  
Face To Face Learning

Blended learning is not just simply combining online learning with face-to-face learning. It is dynamic and context dependent. It can be viewed from different contexts and perspectives. Different context has different needs and characteristics. It needs different blend of blended learning. But, blended learning has one same ultimate goal, i.e. to determine the most appropriate blend to make optimum learning experience occur. Recent literatures and studies showed that e-learning and blended learning are synonymous with synchronous and asynchronous learning. Therefore, the purpose of this paper is to propose a conceptual model of blended learning design and its definition viewed from the perspective of those learning setting. This conceptual model, called quadrant of blended learning. It consists of four quadrants, i.e.: 1) quadrant 1: live synchronous learning; 2) quadrant 2: virtual synchronous learning; 3) quadrant 3: collaborative asynchronous learning; and 4) quadrant 4: self-directed asynchronous learning. As a conceptual model, it is expected that it can provide framework and idea for instructional designers in designing effective blended learning strategies.

scholarly journals The search for meaningful e-learning at Canadian universities: A multi-institutional research study

2014 ◽  
Vol 15 (6) ◽  
Author(s):  
Vincent Salyers ◽  
Lorraine Carter ◽  
Alanna Carter ◽  
Sue Myers ◽  
Penelope Barrett
Keyword(s):  
Student Perceptions ◽  
Course Design ◽  
Learning Experience ◽  
Instructional Designers ◽  
Institutional Research ◽  
Predictive Capacity ◽  
Post Secondary ◽  
Face To Face ◽  
E Learning ◽  
Face To Face Learning

<p>While e-learning is now characterized by a past and trends within that past, there continues to be uncertainty about how e-learning is defined and conceptualized, whether or not we like e-learning, and whether or not it is as meaningful to us as face to face learning. The purpose of this study was to document the e-learning perceptions of students at three Canadian post-secondary institutions. Key components of e-learning courses including ease of navigation, course design, resource availability, and adequacy of e-learning supports and their impact on the student learning experience were also evaluated. Based on a survey of students (n= 1,377) as well as their participation in focus groups, the following are presented as important findings: the majority of students studying in e-learning courses at the three institutions represented in the study were women; ease of navigation, course design, and previous experience with e-learning consistently demonstrated a statistically significant predictive capacity for positive e-learning experiences; and students expressed less preference for e-learning instructional strategies than their faculty. Study findings hold implications for e-learning faculty, instructional designers, and administrators at institutions of higher education in Canada and elsewhere where e-learning is part of the institutional mandate. Additionally, further research into student perceptions of and experiences with e-learning is recommended.</p>

scholarly journals Tinjauan Model Pembelajaran Blended Learning pada Perguruan Tinggi di Era New Normal Covid-19: Kebijakan dan Implementasi

2021 ◽  
pp. 34-45
Author(s):  
Zamzami Zainuddin
Keyword(s):  
Blended Learning ◽  
Digital Media ◽  
Learning Experience ◽  
Learning Model ◽  
Theory And Practice ◽  
Learning Activity ◽  
Face To Face ◽  
E Learning ◽  
Face To Face Learning ◽  
Face To Face Instruction

This article aims to review the potential of a Blended learning model implementation in Indonesian higher education institutions during the time of Covid-19. This conceptual paper attempts to explain the concept of Blended learning in terms of theory and practice, based on the literature discussed in several reputable international journals. Blended learning is defined as a learning model integrating face-to-face instruction with an online learning environment or e-learning. Initially, this model proposes to improve the deficiencies of a traditional learning model which is lack of technological resources, and at the same time to develop the gap of e-learning practice which is lack of a face-to-face learning experience. In the blended instruction, students will learn through face-to-face interaction in the classroom and supported by digital media such as a Website, Video, or Learning Management System (LMS). Meanwhile, the use of technologies is ordinarily applied for students' learning and peer-interaction outside of the class, especially for online discussion and homework submission. This method emphasizes that learning activity should not only occur in the classroom but also outside of the class through the digital device.

scholarly journals MERANCANG MODEL BLENDED LEARNING

2013 ◽  
Vol 17 (4) ◽  
pp. 399
Author(s):  
Uwes Anis Chaeruman
Keyword(s):  
Blended Learning ◽  
Learning Strategies ◽  
Information And Communication Technology ◽  
Communication Technology ◽  
Learning Process ◽  
Asynchronous Learning ◽  
Synchronous Learning ◽  
Information And Communication ◽  
E Learning

Abstrak: Dalam era komunikasi instan dewasa ini, cara belajar dan proses pembelajaran telah berubah. Kondisi ini membawa pembelajaran ke era e-learning di mana upaya belajar dan membelajarkan dapat difasilitasi dengan teknologi informasi dan komunikasi. Mengkombinasikan teknologi informasi dan komunikasi yang tepat (blended learning) merupakan salah satu isu penting dalam merancang e-learning yang baik. Oleh karena itu diperlukan semacam panduan (framework) yang dapat menjadikan acuan dalam memilih dan menentukan blended learning yang tepat sesuai kondisi dan tujuan yang ingin dicapai. Artikel ini mencoba memberikan framework untuk menjawab permasalahan tersebut. Framework yang coba ditawarkan dalam artikel ini mengacu pada konsep e-learning, empat kuadran seting belajara menurut Noord, dua kontinum strategi pembelajaran menurut Smaldino dkk., dan empat standar proses pembelajaran yang penulis adaptasi dari Horton. Framewrok tersebut adalah bahwa dam merancang blneded learning perlu mempertimbangkan beberapa unsur sebagai berikut: 1) upaya memfasilitasi pengalaman belajar sebagai esensi dari e-learning; 2) optimalisasi empat standar proses pembelajaran dalam konteks e-learning; 3) pemilihan dan penentuan strategi pembelajaran yang tepat; dan 4) pemilihan dan penentuan teknologi dan tool TIK yang tepat dalam empat kuadran seting belajar. Kata Kunci: e-learning, blended learning, synchronous learning, asynchronous learning Abstract: In the era of instant communication, today, learning and instructional process has changed. This condition has led learning into a new era called e-learning, where learning process can be facilitated with proper use of information and communication technology. Combining information and communication technology appropriately to facilitate learning has become an impportant issue in e-learning design context. Therefore, we need such a kind of framework as a guidance in selecting and determining the appropritae blended learning strategy to address the learning objectives to be achieved. The framework offered in this article refered to the essential concept of e-learning itself, four quadrants of learning seting offered by Noord, two continuum of instructional strategy offerd by Smaldino et. al., and four standard of e-learning process adapted by author from the work of Norton. The framework offered are that in designing blended learning, we should consider the following aspects: 1) efforts to facilitate learning experiences as the essence of e-learning; 2) optimalization of the four learning process standard in the context of e-learning; 3) selection and determination of appropriate learning strategies; and 4) selection and determination of apropriate learning seting and ICTs used in four quadrants of learning seting. Keywords: e-learning, blended learning, synchronous learning, asynchronous learning

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.

scholarly journals What do College Learners Think of Synchronous Learning?

2021 ◽  
Vol 20 (4) ◽  
pp. 82-98
Author(s):  
Gentjana Taraj
Keyword(s):  
Teaching And Learning ◽  
Face To Face ◽  
Internet Skills ◽  
Synchronous Learning ◽  
College Learners ◽  
Attitudes And Perceptions ◽  
Traditional Mode ◽  
E Learning ◽  
Face To Face Learning ◽  
Academic Year

Advancements in educational technology and improvements in the internet’s connectivity has increased the interest of universities in e-learning worldwide. Unlike many institutions around the world, the traditional form of teaching in Albania before the Covid-19 pandemic was face-to-face where both lectures and seminars were attended physically in the classroom. However, the Covid-19 pandemic imposed on them the necessity to move from auditoriums to e-learning immediately without any preparation. This paper aims to investigate the Albanian learners’ attitudes and perceptions of synchronous e-learning during the second semester of the 2019 – 2020 academic year. A survey consisting of 15 questions was distributed to a total of 168 undergraduate and graduate learners in 2 public universities in Albania. Results from the study showed that the learners preferred face-to-face learning over synchronous learning. The lack of motivation, low level of interaction with their instructors and peers, and the feeling of isolation were their main concerns. Meanwhile, the learners appreciated the fact that e-learning helped them to improve their computer and internet skills. It is also less expensive and more comfortable than the traditional mode of teaching and learning.

scholarly journals Integrating Technologies in the New Normal: A Study of Blended Learning

2020 ◽  
Vol 1 (4) ◽  
pp. 181-193
Author(s):  
Rahma Sakina ◽  
Eva Meidi Kulsum ◽  
Aip Syaepul Uyun
Keyword(s):  
Blended Learning ◽  
Teaching And Learning ◽  
New Normal ◽  
Face To Face ◽  
Educational Culture ◽  
Synchronous Learning ◽  
Qualitative Descriptive ◽  
Face To Face Learning ◽  
The Stability ◽  
Teaching Learning

The objective of this research is to describe how the teacher integrates technologies in blended learning and to analyze students’ perception and challenges in blended learning. The research was conducted in a private senior high school in Bandung and used a qualitative descriptive method. The data were collected through interview and questionnaire. The findings show that the teacher had already integrated technologies to run the process of teaching and learning in the new normal era as a replacement of a face to face learning due to Covid-19 pandemic. In the blended learning, the teacher integrated the variety of technologies in teaching-learning activities, namely zoom meeting and WhatsApp group chatting for the synchronous learning and she utilized google classroom, screencast o matic screen recorder, viva video editor, YouTube, and Quizizz the synchronous learning. The students perceived  blended learning positively and determined that it is it is one of the effective ways of teaching. The biggest challenge overcome by the teacher is more time needed to learn and adapt to this new situation where they must employ technology in our educational culture. For the students, the stability of internet connection also becomes major obstacle in blended learning. Apart from that, blended learning can be an option applied in the learning process in the current pandemic era.

MODEL BLENDED LEARNING UNTUK MATA KULIAH INTRODUCTION TO LINGUISTICS PADA PRODI PENDIDIKAN BAHASA INGGRIS STKIP PGRI SUMBAR

2017 ◽  
Vol 11 (3) ◽  
pp. 177
Author(s):  
Yendra Yendra ◽  
Willy Satria ◽  
Wahyudi Rahmat
Keyword(s):  
Research And Development ◽  
Blended Learning ◽  
Learning Model ◽  
Learning Method ◽  
Model Design ◽  
Face To Face ◽  
Information Center ◽  
E Learning ◽  
On Line ◽  
Face To Face Learning

<p><strong> </strong></p><p align="center"><strong><em>Abstract</em></strong></p><p>               <em>The development of technology, especially information technology (internet), gradually unintentionally gives influence to education either directly or indirectly. The influence is clearly visible one of them to the method of learning. Learning methods that used to be done only face-to-face in the classroom and make the educator as a center of information (conventional) gradually begin to change towards learning that is also on-line based on the internet as an information center (E-Learning internet based). In STKIP PGRI Sumatera Barat E-Learning internet based learning method itself has been introduced and implemented since 2014, but has not been maximally optimized. This is because the method does not have a standard in its implementation, and also conventional face-to-face learning method can not be abandoned completely, hence there is overlap between the two. Accordingly, this study developed a model of learning that combines the concept of conventional learning with the concept of E-Learning internet based called Blended Learning. Blended Learning model is expected to be a solution to the above problems, so that the learning process can be implemented effectively. This research is research and development research (R &amp; D) with the outcome is a product that is learning model design</em>.</p><p align="center"><em> </em></p><p align="center"><strong><em>Abstrak</em></strong></p><p><em>Berkembangnya teknologi khususnya teknologi informasi (internet), berangsur angsur tanpa disadari memberikan pengaruh terhadap pendidikan baik secara langsung maupun tidak langsung. Pengaruh tersebut terlihat jelas salah satunya terhadap metode pembelajaran. Metode pembelajaran yang dulunya dilakukan hanya secara tatap muka di dalam kelas dan menjadikan pendidik sebagai pusat informasi (konvensional) berangsur mulai berubah ke arah pembelajaran yang juga bersifat on-line yang berbasis kepada internet sebagai pusat informasi (E-Learning internet based). Di STKIP PGRI Sumatera Barat metode pembelajaran E-Learning internet based sendiri sudah diperkenalkan dan diterapkan sejak tahun 2014, tetapi belum telaksana secara maksimal. Hal ini disebabkan karena metode tersebut belum memiliki standar baku dalam pelaksanaannya, dan juga metode pembelajaran tatap muka secara konvensional belum bisa ditinggalkan secara utuh, karenanya terjadi tumpang tindih antara keduanya. Sehubungan dengan itu, pada penelitian ini dikembangkan sebuah model pembelajaran yang menggabungkan konsep pembelajaran konvensional dengan konsep E-Learning internet based yang disebut dengan Blended Learning. Model pembelajaran Blended Learning ini nantinya diharapkan dapat menjadi solusi atas permasalahan tersebut di atas, sehingga proses pembelajaran dapat terlaksana secara efektif. Penelitian ini adalah penelitian riset dan pengembangan (Research and Development/RnD) dengan luarannya adalah sebuah produk yaitu desain model pembelajaran. </em></p><p> </p>

A Blended Learning Approach in Mathematics

2012 ◽  
pp. 22-42 ◽  
Author(s):  
B. Abramovitz ◽  
M. Berezina ◽  
A. Berman ◽  
L. Shvartsman
Keyword(s):  
Blended Learning ◽  
Engineering Students ◽  
Traditional Teaching ◽  
Web Based ◽  
Face To Face ◽  
Undergraduate Engineering ◽  
Traditional Lectures ◽  
E Learning ◽  
Face To Face Learning ◽  
Online Assignments

In this chapter we present our work aimed at interweaving e-learning and face-to-face learning in Calculus courses for undergraduate engineering students. This type of blended learning (BL) contains the best properties of e-learning and face-to-face learning and helps overcome many obstacles in traditional teaching. We use our approach in order to improve students’ conceptual understanding of theorems. We describe online assignments specifically designed to help students better understand the meaning of a theorem. These assignments are given to students in addition to traditional lectures and tutorials with the objective that they can learn to learn on their own. Students “discover” the theorem and study it independently, by using a “bank” of examples and a lot of theoretical exercises we supply. The assignments are built in such a way that students receive feedback and instructions in response to their Web-based activity.

scholarly journals Effect of using Blended Learning Method on Final Year Students of BAMS to Learn Shalyatantra

2021 ◽  
pp. 129-134
Author(s):  
Pooja Shrivastav ◽  
Babaji Ghewade ◽  
Shweta Parwe ◽  
Devyani Dasar
Keyword(s):  
Blended Learning ◽  
Teaching Method ◽  
Traditional Learning ◽  
Learning Method ◽  
Face To Face ◽  
Conventional Teaching ◽  
E Learning ◽  
Group A ◽  
Face To Face Learning ◽  
Group B

Background: E – learning has been considered as one the most up-to-date learning techniques, which come with a slew of benefits like it allows worker to be trained, educated etc and negative aspect like dependence on technology, a lack of motivation, and a lack of human touch. Blended learning, on the other hand, is a mix of online and face-to-face learning. The aim of this study is to compare the efficacy of blended learning to traditional learning. Aim and Objectives: To study the effect of Blended learning method on Final year BAMS students in comparison with conventional teaching method to learn Shalyatantra. Methodology: The Final year BAMS students of MGAC.H & RC will be selected for the study and equally divided in two equal groups i.e A and B. ‘Kshar Karma’ will be taken as study topic. In Group A, topic will be taught by Conventional method while in Group B it will be taught by Blended learning method. Senior and experienced Shalyatantra faculty will be chosen. Sensitization of teacher and final year BAMS student regarding Blended learning method will be done. Total 70 students will be equally divided into two groups. Pretest (before commencing study) and posttest (after sessions) form consisting of 20 MCQ will be distributed and filled up by the participants.   Results: Result will be drawn on the basis of the observations. Conclusion: Conclusion of the study will be drawn on the basis of statistical data calculated.

scholarly journals E-learning and Blended Learning in Orthodontic Education

2017 ◽  
Vol 7 ◽  
pp. 188-198 ◽  
Author(s):  
Avinash Kumar
Keyword(s):  
Blended Learning ◽  
Large Scale ◽  
Future Research ◽  
Learning Program ◽  
Face To Face ◽  
The Face ◽  
E Learning ◽  
Manual Skills ◽  
Face To Face Learning ◽  
Better Than

The purpose of this article is to evaluate how effective and efficient e-learning and blended learning is when compared with traditional face-to-face learning in orthodontic education. This article also provides a comparison between face-to-face learning, e-learning, and blended learning. An open PubMed literature search was done from 1980 to 2015, and a total of 23 relevant key articles were reviewed. Information emerging from studies in orthodontic education has indicated that e-learning classes are at least as good as and/or better than face-to-face classroom learning. Till date, only one study stated that the face-to-face conventional learning is better than e-learning. Two studies stated that blended approach using both traditional face-to-face learning and e-learning is the best method. In one study, the advantages of e-learning observed in the theoretical fields of orthodontics were not achieved in learning practical procedures for manual skills. Few studies found improvements in the efficiency of learning with e-learning program. Studies performed through questionnaires showed that student’s attitude and acceptance toward the use of e-learning was positive and favorable; however, blended learning was always rated high. Future research should be based on experiences of both faculty and student on a large scale for implementation of e-learning and blended learning in academic institutions. There is also need to provide professional development for faculty who will be teaching both in the physical and virtual environments.

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