scholarly journals Evaluasi pelaksanaan co-teaching blended learning bahasa Inggris bidang kewarganegaraan

2019 ◽  
Vol 6 (1) ◽  
pp. 14-28
Author(s):  
Hery Yanto The ◽  
Siti Awaliyah
Keyword(s):  
Learning Environment ◽  
Blended Learning ◽  
Civic Education ◽  
Mixed Method ◽  
Multimedia Learning ◽  
Learning Technologies ◽  
English For Specific Purposes ◽  
State University ◽  
Descriptive Case Study ◽  
Design Skills

Penelitian ini bertujuan memaparkan perancangan, pelaksanaan, dan evaluasi perkuliahan Bahasa Inggris Kewarganegaraan di Universitas Malang. Selain itu, penelitian ini juga menyajikan contoh lingkungan pembelajaran blended learning dengan menggunakan multimedia yang efektif untuk meningkatkan motivasi belajar mahasiswa di bidang Bahasa Inggris Kewarganegaraan. Pendekatan mixed-method digunakan untuk mengumpulkan, menyajikan, dan menganalisis data. Portofolio kegiatan instruksional dan kuisioner adalah bentuk data yang digunakan. Data disajikan dan dianalisis menggunakan narasi deskriptif, studi kasus, analisis dokumen, dan analisis statistik deskriptif. Hasil penelitian menunjukkan kolaborasi dalam bentuk co-teaching blended learning dapat meningkatkan kualitas pembelajaran. Kedua instruktur yang terlibat dalam kolaborasi dapat saling mendukung untuk mencapai tujuan pembelajaran. Selain diperlukan keahlian di dalam mengajar, instruktur juga perlu menguasai cara perancangan instruksional. Mahasiswa secara aktif bekerja secara berpasangan, berdiskusi, dan berkelompok di dalam menyelesaikan tugas pembelajaran di dalam kelas dan di Edmodo. Interaksi mahasiswa dengan materi belajar dan instruktur juga dapat difasilitasi dengan manajemen sistem belajar dan teknologi pembelajaran daring seperti VoiceThread, Skype, VSee, dan posel.Kata kunci: blended learning, pembelajaran multimedia Evaluating the implementation of co-teaching blended learning the English for specific purposes in civic education programAbstractThis study reveals the design, implementation, and evaluation of the English for Specific Purposes Course in Civic Education Program at the State University of Malang. The course multimedia learning environment was designed based on the blended learning principals. This learning environment is effective to increase students’ motivation. The study applied mixed-method approaches to collect, present, and analyze data. The instructional portfolio and a questionnaire were used as data. The narrative descriptive, case study, document analysis, and descriptive statistics principals were applied to analyze and present data. The results showed that co-teaching in the form of blended learning can improve the quality of the course and students’ learning. Instructors can support one another collaboratively to achieve the learning objectives. Besides teaching skills, the instructors should acquire sufficient instructional design skills. Students were identified actively engaging in pair works, discussions, and groups’ works to complete their learning tasks in class and in Edmodo. Interactions are mediated sufficiently by the learning management system and learning technologies, such as VoiceThread, Skype, VSee, and email. Keywords: Blended learning, multimedia learning

scholarly journals Student Preferences within a Holistic Blended Learning Environment

2019 ◽  
pp. 276-290
Author(s):  
Bernice Beukes ◽  
Karin Barac ◽  
Lynette Nagel
Keyword(s):  
Academic Performance ◽  
Learning Environment ◽  
Blended Learning ◽  
Learning Environments ◽  
Mixed Method ◽  
Student Preferences ◽  
Performance Levels ◽  
Residential University ◽  
The Subject ◽  
Method Approach

Extant research shows that blended learning environments are widely accepted by students mainly because of the flexibility it offers. However, there is very little research that focuses on students’ preferences within a holistic blended learning environment and the contribution that a component makes to the learning of the subject matter, especially in large class settings. The purpose of this study is to investigate students’ perceptions of blended learning components in a holistic blended learning environment and whether these perceptions vary for students with different academic performance levels. A mixed method approach was used in this study performed at a residential university in South Africa and the results indicate that auditing students do have a clear preference for specific components within the environment and significant differences exist between the preferences of different academic performance levels. Such insights allow lecturers to adjust the resources and focus of the different components implemented in a blended learning environment.

Developing Independent Learning Skills for Postgraduate Students through Blended Learning Environment

2013 ◽  
Vol 15 (1) ◽  
pp. 36-50 ◽  
Author(s):  
Ing Liang Wong
Keyword(s):  
Learning Environment ◽  
Blended Learning ◽  
Online Survey ◽  
Learning Strategy ◽  
Learning Technologies ◽  
Independent Learning ◽  
Learning Skills ◽  
Postgraduate Students ◽  
Building Assessment ◽  
Teaching Learning

Independent learning is a critical learning strategy in higher education, especially in the blended learning environment (BLE). This paper investigates the relevance and suitability of enhanced teaching, learning and assessment (TLA) activities within the BLE and evaluates how these can help postgraduate students to become independent learners at Glasgow Caledonian University. The existing TLA activities of Building Assessment module were reviewed, curriculum redesigned and constructively aligned to learning outcomes. An online survey was carried out to evaluate the appropriateness of TLA activities in developing students’ independent learning skills. Students’ responses on their preferences for module delivery were investigated. Success of TLA activities depends on students’ experience and their familiarity with these activities. Most students agreed that, the use of formative assessment and learning technologies in the BLE was able to develop their independent learning skills; however these activities should be designed and structured properly, with learning supports provided by tutors.

Towards a Technology- Enhanced University Education

2011 ◽  
pp. 1-16 ◽  
Author(s):  
Valia Spiliotopoulos
Keyword(s):  
Learning Environment ◽  
Blended Learning ◽  
Learning Technologies ◽  
University Education ◽  
Effective Model ◽  
Institutional Level ◽  
Teaching Philosophies ◽  
Advanced Society ◽  
Learning Contexts ◽  
Regular Practice

Although Canadian universities have distinct cultures, research strengths, and teaching philosophies, many also share similar values and goals that respond to an increasingly multicultural, diverse, and technologically advanced society. The aim of this chapter is to demonstrate how learning technologies used in a blended learning environment can help to meet the goals of a contemporary university education. An understanding of blended learning as an effective model for meeting goals not only at the course and program levels, but also at the institutional level, is essential for the widespread, mainstream implementation of this model so that it becomes a part of regular practice by faculty from a variety of disciplines and learning contexts.

scholarly journals Perceptions of Saudi Students to Blended Learning Environments at the University of Bisha, Saudi Arabia

2020 ◽  
Author(s):  
Ammar Anas
Keyword(s):  
Saudi Arabia ◽  
Learning Environment ◽  
Blended Learning ◽  
Learning Environments ◽  
Multimedia Learning ◽  
Learning Materials ◽  
Saudi Students ◽  
Learning Platform ◽  
The University ◽  
Blended Course

In this study, a survey is conducted to examine learners’ perceptions and satisfaction towards blended learning environments designed around the transactional and transformational approaches of learning theories in a blended course in the College of Arts & Sciences, Al-Namas, the University of Bisha, Saudi Arabia. The study aims to evaluate students’ perceptions and preferences towards the three components of a blended learning environment: multimedia learning materials, assessment, and interactive activities. A mixed-method of research design is used to collect the data. Quantitative data is collected in the form of 12 Likert items in which 22 Saudi students are asked to evaluate their learning experiences in three categories of the blended learning environment. These categories are multimedia learning materials, assessment, and interactive activities in a blended course on Blackboard, a virtual learning platform used by the University of Bisha to support on-line learning. The researcher’s observation is used to decode, and explain the responses of the participants qualitatively. The result reveals that learners prefer illustrated text materials to video, plain text and audio materials, flexible assessments to non-flexible assessment, and embedded communication tools like WhatsApp, blogging, wikis, collaborative activities, and discussion forum.

scholarly journals Depicting Students’ Social Presence on Social Networking Site in Course-Related Interaction

SAGE Open ◽  
2020 ◽  
Vol 10 (1) ◽  
pp. 215824401989909
Author(s):  
Yahya M. Al-Dheleai ◽  
Zaidatun Tasir ◽  
Nurul Farhana Jumaat
Keyword(s):  
Higher Education ◽  
Learning Environment ◽  
Blended Learning ◽  
Social Networking ◽  
Social Presence ◽  
Social Networking Sites ◽  
Multimedia Learning ◽  
Online Discussion ◽  
Social Networking Site ◽  
Improved Performance

Social networking sites (SNS) are widely used among students, where its integration in higher education is increasing across years. Therefore, this study aimed to analyze students’ use of social presence (SP) expressions in blended learning environment using Facebook group as a medium of online discussion. A total of 11 students and one instructor were involved in 7-week multimedia learning course in one of the Malaysian universities. The content of students’ online discussion on Facebook group was the source of the data in this study. The discussion content was transcribed, coded, and analyzed, and the frequencies of categories were calculated to determine students’ use of SP expressions. The findings of the study revealed that students focus on delivering more interactive response (IR) posts across all learning topics. Interestingly, although SNS are social in nature, this study revealed that students’ use of SP expressions on SNS was intended to improve course discussion interactivity rather than for pure socializing purpose. However, more theoretical topics triggered higher number of SP posts compared with technical focused topics. More importantly, the way students used SP expressions during course-related interaction through Facebook may contribute to improved performance in test.

scholarly journals Students' Perceptions of a Blended Learning Environment to Promote Critical Thinking

2021 ◽  
Vol 12 ◽  
Author(s):  
Dan Lu
Keyword(s):  
Critical Thinking ◽  
Data Collection ◽  
Learning Environment ◽  
Blended Learning ◽  
Mixed Method ◽  
Modern Society ◽  
Technical Design

Critical thinking is considered as one of the indispensable skills that must be possessed by the citizens of modern society, and its cultivation with blended learning has drawn much attention from researchers and practitioners. This study proposed the construction of a blended learning environment, where the pedagogical, social, and technical design was directed to fostering critical thinking. The purpose of the study was to find out students' perceptions of the learning environment concerning its design and its influence on their critical thinking. Adopting the mixed method, the study used questionnaire and interview as the instruments for data collection. The analysis of the data revealed that the students generally held positive perceptions of the environment, and they believed that the blended learning environment could help promote their critical thinking in different aspects.

scholarly journals Tracks for learning: Metacognition and learning technologies

1996 ◽  
Vol 12 (1) ◽  
Author(s):  
Julie Gordon
Keyword(s):  
Learning Environment ◽  
Learning Outcomes ◽  
Learning Process ◽  
Interactive Multimedia ◽  
Multimedia Learning ◽  
Learning Technologies ◽  
Design Models ◽  
Information Technologists ◽  
Student Centred Learning ◽  
Multimedia Learning Environment

<span>Research into metacognition suggests that learners need to become aware of the processes of their learning as distinct from the content of learning to improve their learning outcomes. Information technologists have the opportunity to take theoretical views of learning and develop design models to investigate and demonstrate these theoretical views. One way of doing this is by providing interactive multimedia programs that support student centred learning.</span><blockquote><span>There are too many examples of educational multimedia that fail to exploit its capability to offer interactive practice of a subject (Laurillard, 1993).</span></blockquote><span>This paper outlines an investigation into the nature of metacognition and its relation to the learning process in a constructivist interactive multimedia learning environment.</span>

Sign in / Sign up

Export Citation Format

Share Document