scholarly journals Fleksibilitas Belajar Mengajar Melalui Metode Blended Learning

2013 ◽  
Vol 2 (2) ◽  
pp. 146
Author(s):  
Fandianta Fandianta ◽  
Guardian Yoki Sanjaya ◽  
Widyandana Widyandana
Keyword(s):  
Higher Education ◽  
Nursing Students ◽  
Health Education ◽  
Blended Learning ◽  
Professional Education ◽  
Teaching And Learning ◽  
Positive Impact ◽  
New Paradigm ◽  
Significant Difference ◽  
E Learning

Background: E-learning as a new paradigm in modern education, is an alternative learning model than just face to- face. As simply, e-learning is defined as learning to use the electronic media, which aims to increase knowledge and performance. Studying by using e-learning is important to build the education sector in Indonesia, particularly as an effort to improve equity and access in education, particularly in health domain. Implementing of e-learning in health education are very relevant to the concept of continuing medical /health education that leads to continuous professional education. However, the higher education in Indonesia is still slightly to implement learning-based electronic systems. Several studies have shown the enthusiasm of higher education in using e-learning. The benefits and differences of using e-learning need to be carefully evaluated, especially for health education. This study analyzed the use of e-learning for teaching and learning in health education. In addition, identifying the barriers of e-learning for students.Method: The study was conducted in Poltekkes Kemenkes Palembang involving second-year Nursing students. A quasi-experimental approach was used for two groups of students, 1) e-learning users (treatment) and 2) non e- learning users (control), who were taking the Health Promotion subject. The data were collected using a pre-post tests and questionnaires. Data was analysed quantitatively and qualitatively.Results: Pre-post test results showed a significant difference to the increasing of students’s knowledge who is participating in e-learning compared with conventional learning (p <0,05). There is a positive perception of the discussion, assignments, quizzes / exams, and the availability of teaching materials amongst the students who are participating in e-learning.Conclusion: Blended learning method provide a positive impact on teaching and learning in nursing students. This method should be considered as a complement to conventional learning.

scholarly journals Teaching and Learning in Higher Education: E-Learning as a Tool

2019 ◽  
Vol 9 (1) ◽  
pp. 458-463 ◽  
Keyword(s):  
Higher Education ◽  
Teaching And Learning ◽  
The Internet ◽  
Full Time ◽  
Online Classes ◽  
New Paradigm ◽  
Education Students ◽  
Communication Tools ◽  
Modern Education ◽  
E Learning

Recently, the market of E-Learning is soaring and is known as a new paradigm in modern education. E-Learning acts as a medium, consisting of several types of computers and electronic media that are communication tools as well as the Internet, which provides training and informative access on certain subjects. By using E-Learning students can attend online classes anywhere, regardless of time and place. Generally, E-Learning is more geared towards self-training and is ideal for individuals who work full-time but desire to further their studies. Thus, this study has been developed and integrated with factors leading towards the effectiveness of E-Learning as a tool in Teaching and Learning (T&L) approach. A quantitative approach was applied by using a self-administered distribution of questionnaire targeted at higher education students. Therefore, the outcomes of this research will help to provide insightful information to the current education system in Malaysia, particularly in crafting strategies to enhance the learning education for the country in general.

Applying Blended Learning in an Industrial Context

2009 ◽  
pp. 213-232
Author(s):  
Christian Bunse ◽  
Christian Peper ◽  
Ines Grützner ◽  
Silke Steinbach-Nordmann
Keyword(s):  
Blended Learning ◽  
Teaching And Learning ◽  
New Technologies ◽  
Positive Impact ◽  
Learning Approach ◽  
Learning Approaches ◽  
Enabling Factors ◽  
Industrial Case Study ◽  
E Learning ◽  
Classroom Education

With the rapid rate of innovation in software engineering, teaching and learning of new technologies have become challenging issues. The provision of appropriate education is a key prerequisite for benefiting from new technologies. Experience shows that typical classroom education is not as effective and efficient as it could be. E-learning approaches seem to be a promising solution but e-learning holds problems such as a lack of social communication or loose control on learning progress. This chapter describes a blended learning approach that mixes traditional classroom education with e-learning and that makes use of tightly integrated coaching activities. The concrete effects and enabling factors of this approach are discussed by means of an industrial case study. The results of the study indicate that following a blended learning approach has a positive impact on learning time, effectiveness and sustainability.

scholarly journals Improving Academic Performance Through Blended Learning: The Case of Afghan Higher Education

2021 ◽  
Vol 16 (11) ◽  
pp. 104
Author(s):  
Hamidullah Sokout ◽  
Tsuyoshi Usagawa
Keyword(s):  
Higher Education ◽  
Academic Performance ◽  
Blended Learning ◽  
Teaching And Learning ◽  
Pearson Correlation ◽  
Psychological Theory ◽  
Least Square ◽  
Successful Implementation ◽  
E Learning ◽  
Ordinary Least Square Regression

The last two decades have witnessed a global revolution in educational information that has led to the development and promotion of e-learning. Blended Learning (BL) is an increasingly growing e-learning model with a background in pedagogical and psychological theory that combines both online and traditional activities. In recent years, it has been an emerging trend and has impacted the growth, revenue, learner retention, and academic accreditation in higher education. With current improvements, extensive research, and successful implementation of blended and fully online learning, little research has been done to report the success of transitioning from face-to-face to blended learning or evaluations of e-learning data regarding learners from developing nations, particularly Afghanistan. This study aims to investigate and analyze the effectiveness of educational types (blended vs. traditional) regarding learners’ academic performance, in-class engagement, and satisfaction from the data in six BL courses and four traditional learning (TL) courses. To measure the success, this study used descriptive statistics. Additionally, Welch’s t-test was used to compare BL with TL courses and assess the differences between success and failure levels for both courses. Likewise, the Pearson correlation coefficient, along with an ordinary least square regression, was used to indicate the relationship between the final score and the BL and TL activities, respectively. The study outcome will be used for reporting and feedback for educational parties to value the quality of teaching and learning, enhance learners’ performances, and for the institutionalization of BL in the country.

scholarly journals Introduction to Blended Learning Practices

2011 ◽  
pp. 1-19 ◽  
Author(s):  
Elizabeth Stacey ◽  
Philippa Gerbic
Keyword(s):  
Higher Education ◽  
Blended Learning ◽  
Professional Learning ◽  
Professional Education ◽  
Teaching And Learning ◽  
University Teaching ◽  
Learning Practices ◽  
Emerging Trends ◽  
Key Issues ◽  
The Impact

Blended learning is now part of the learning landscape in higher education, not just for campus-based courses but for courses designed for students studying at a distance as well as for communities of professional learning and practice. The impact of this concept in university teaching and learning can be seen in the appearance of practice focused texts for example, Littlejohn and Pegler (2007) and, more recently, Garrison and Vaughan (2008). Blended learning is now constantly positioned as one of the emerging trends in higher education (e. g. Allen, Seaman and Garrett, 2007; Graham, 2006; Garrison and Kanuka, 2004) and therefore is of particular strategic importance in the future of universities, their students and teachers as well as in the widening community of professional education and training. As an introduction to this book, this chapter will review the growing literature about blended learning and will discuss some of its key issues. The authors begin by introducing the concept of blended learning and its many meanings and attempt to clarify the definitional discussion. Issues in teaching and learning in both campus based and distance settings are then described followed by a discussion of the way blended learning provides a process for establishing communities of learning and practice, particularly for professional learning. Much of the literature about professional learning and learning communities has only just begun to identify aspects of blended learning practices as significant in their field, a gap this book is helping to fill.

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.

scholarly journals Mapping of Scientific Production on Blended Learning in Higher Education

2021 ◽  
Vol 11 (9) ◽  
pp. 494
Author(s):  
Mª Montserrat Castro-Rodríguez ◽  
Diana Marín-Suelves ◽  
Silvia López-Gómez ◽  
Jesús Rodríguez-Rodríguez
Keyword(s):  
Higher Education ◽  
Blended Learning ◽  
Cultural Context ◽  
Teaching And Learning ◽  
New Technologies ◽  
Positive Impact ◽  
Scientific Production ◽  
Pedagogical Strategies ◽  
Face To Face ◽  
Student Autonomy

Blended learning is a set of pedagogical strategies and practices that are closely related to the emergence of new technologies in society and in higher education. They are characterized by a combination of face-to-face and online learning that integrates a variety of materials in the teaching and learning process. The aim of our research was to analyze scientific production on this topic using two prestigious international databases: Scopus and Web of Science (WOS). A bibliometric study was conducted on 508 papers, and content analysis was performed on 119 openly accessible publications. Results show that blended learning is being applied in all scientific and professional spheres. This learning model is praised for its positive impact on motivation and learning effectiveness, as well as for promoting student autonomy. With respect to content, it is worth noting that many authors observe that methodological success is related to cultural context and access to devices and materials. Furthermore, it is suggested that greater methodological diversity is preferable to a single hegemonic approach. In short, the present paper contributes to the educational community by shedding light on how blended learning is being implemented and its impact on higher education.

scholarly journals Blended Learning in Higher Education: Faculty Perspective through the Lens of the Planned Behaviour Theory

2020 ◽  
Author(s):  
Dominique Verpoorten ◽  
Johanne Huart ◽  
Pascal Detroz ◽  
Françoise Jérôme
Keyword(s):  
Higher Education ◽  
Blended Learning ◽  
Perceived Control ◽  
Teaching And Learning ◽  
Intention To Use ◽  
Planned Behaviour ◽  
Hybrid Approaches ◽  
Future Data ◽  
E Learning ◽  
The University

Before the COVID-19 pandemic, the Teaching and Learning Centre of the University of Liège (Belgium) administered a questionnaire to disclose the main predictors of faculty’s intention to resort, within a timespan of two years, to blended learning in at least one of their courses. The instrument was constructed according to the Theory of Planned Behaviour, a sound conceptual framework for probing intentions and their antecedents. In the responses of 114 faculty members, multiple regression analyses detected that attitude towards blended learning, subjective norm and perceived control explained 73% of the intention to use blended designs for teaching purposes in a not too distant future. Data treatment also singled out beliefs working indirectly in favour of the intention to use hybrid approaches: the inclination to think of blended learning altogether in a student-centred, conformist and pragmatic way. Moreover, respondents who declared having already used blended learning in the past expressed stronger opinions congruent with the constructs of attitude, norm and perceived control. The results also establish that pre-lockdown e-learning practices remained rather basic. A better knowledge of what can facilitate or impair the diffusion of blended learning is of importance for higher education institutions and their staff training efforts.

scholarly journals The Development of Blended Learning Model with E-Learning System Approach at Higher Education

2019 ◽  
Vol 4 (1) ◽  
pp. 150-152
Author(s):  
NUNIR Tubagus
Keyword(s):  
Higher Education ◽  
Blended Learning ◽  
Teaching And Learning ◽  
Learning System ◽  
Unit Price ◽  
Statistical Hypothesis ◽  
Average Score ◽  
Homogeneity Test ◽  
Post Test ◽  
E Learning

This research focused on the effectiveness of e-learning users in the process of learning and teaching in higher education. It discussed the implementation of information and communication technology in the modern teaching and learning activities in higher education institution. E-Learning System is a learning system which is used as a means of teaching and learning that is conducted without having face to face method directly between teachers with students with the subject matter and related resources. The purpose of this research was to develop a blended learning system using e-learning as a learning tool that facilitated students in learning. To achieve the objectives of research, this research used a quantitative approach to collect data using the pre and post tests and questionnaires. The samples in this study were students of Islamic economy which consisted of two classes, with a total of 50 students who enrolled in the study. The results showed that the differences of average score of pre-and post-test was-29.43720. While the t-test that tests Ho: pre-test = post-test gives a value of t = -37.43720 with a degree of freedom of 49. While the p-value for the two-sided test of 0,000 is smaller than α = 0.05. This data approves that the statistical hypothesis Ho: pre-test = post-test is rejected, meaning that the average pre-test and post-test scores were significantly different. Furthermore, the homogeneity test of the data If the x² count <x² table means the variable data variance is homogeneous. Based on the results of the application of Microsoft excel to calculate the unknown variance the combined sample = 87.24022 and B = 190.1902 unit price, and calculate the value of x ² = x ² 0545, value table on α = 0.05 significant level is 3,841. So x ² = count 0545 x ² = table < 3,841, therefore it can be inferred that Ho which was accepted was homogeneous sample data. The findings of this study can be used to recommend the effective ways of teaching and process which use e-learning that can enhance the learning outcomes of students in higher education. The implication of this research is to encourage teachers to use technology and e-learning to facilitate students with technology to improve academic learning results.

scholarly journals The Impact of e-Learning Quality on Student Satisfaction and Continuance Usage Intentions during COVID-19

2021 ◽  
Vol 11 (8) ◽  
pp. 368-374
Author(s):  
Wilert Puriwat ◽  
◽  
Suchart Tripopsakul
Keyword(s):  
Higher Education ◽  
Student Satisfaction ◽  
Teaching And Learning ◽  
Positive Impact ◽  
Empirical Studies ◽  
Education Students ◽  
Course Content ◽  
Continuance Usage ◽  
E Learning ◽  
The Impact

The COVID-19 pandemic has severely affected people’s lives, changing the ways of working, living, playing, and learning. With this pandemic, classroom learning has been suspended due to infection concerns, and e-learning has emerged, becoming an important mechanism for educational institutions to continue their teaching and learning activities. However, there have been only a few empirical studies providing insight into the factors affecting students’ e-learning satisfaction and usage behaviors during the COVID-19 outbreak. Thus, this study aims to investigate the impact of e-learning quality on student satisfaction and continuance usage intentions among higher education students in Thailand during the pandemic. Based on empirical research with 185 higher education students, the results revealed that e-learning quality was a second-order construct comprised of three elements, namely, course content and design, administrative and technical support, and instructor and learner characteristics. Course content and design was the most important dimension of overall e-learning quality. Furthermore, overall e-learning quality had a significant positive impact on student satisfaction and continuance usage intentions toward e-learning platforms. Mediation analysis indicated that student satisfaction partly mediated the relationship between e-learning quality and continuance usage intentions.

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