scholarly journals Innovation to Enhance Blended Learning Experience: Applying Google Sites in Higher Education

2014 ◽  
Vol 6 (1) ◽  
pp. 17-24
Author(s):  
Budi Harsanto
Keyword(s):  
Blended Learning ◽  
Web 2.0 ◽  
Learning Experience ◽  
Ease Of Use ◽  
Faculty Members ◽  
The Internet ◽  
Learning Program ◽  
Agreement Rate ◽  
Experience Survey ◽  
Share Information

Internet has influences numerous aspects in our life, including our learning process. Interest in the internet as a media to enhance learning experience in education operations has increased over the last decade. The recent web era termed as web 2.0. In web 2.0 era, users have the convenience to design their own website without need of learning complicated programming language. Combination between offline and online learning is known as blended learning. Innovations related with blended learning are emerging. The purposes of this paper are to elaborate the features of Google Sites that are useful for blended learning and to share users experiences from utilize Google Sites as tools of blended learning program at Faculty of Economics and Business University of Padjadjaran (FEB Unpad), Bandung, Indonesia. Users are often inhibited in creating or maintaining a website because of the complexity challenge. Google Sites, known for its tag line“create, collect and control”, offers ease of use in this regard. Faculty member and student can use this tool to interact. Users experience survey was conducted involving 84 users (78 students and 6 faculty members) to elaborate response of users, both faculty members and students. Results suggest that highest agreement rate was attained that Google site is helpful in share information. The lowest aggrement rate was found in “Google site useful for online discussion”.

Reflective Practice, Professional Learning, and Educational Partnerships

2011 ◽  
pp. 188-203
Author(s):  
Chris Brook ◽  
Graeme Lock
Keyword(s):  
Blended Learning ◽  
Reflective Practice ◽  
Performance Management ◽  
Professional Learning ◽  
Classroom Practice ◽  
Classroom Practices ◽  
Learning Experience ◽  
Theory And Practice ◽  
Educational Partnerships ◽  
Learning Program

In light of current interest in teacher education, this chapter presents an outcome of a study that sought to explore ways that the classroom practices and status of teachers might be improved. The enquiry used a model of professional learning that incorporated blended learning, reflective practice, performance management processes, authentic experiences, and tertiary learning to encourage change in classroom settings. Teacher insights were explored and their classroom practices analysed to identify any change in teacher behaviours that might be attributed to participation in the learning program. Findings suggest that teachers are largely dissatisfied with conventional approaches to professional development believing them to be separate from the classroom experience and ineffective in bring about change. However, teachers in this study found that a blended learning setting that fostered an intentional connection between theory and practice and collaborative learning provided a strong learning experience that translated to change in classroom practice.

scholarly journals Exploring Destination Identity and Destination Image in The New Age of Tourism: a Case Study of Bali Brand

2016 ◽  
Author(s):  
Ni Made Asti Aksari ◽  
I Komang Gde Bendesa
Keyword(s):  
Web 2.0 ◽  
Destination Image ◽  
The Internet ◽  
Supply Side ◽  
Destination Branding ◽  
Travel Information ◽  
Destination Brand ◽  
The Relationship ◽  
Share Information

Bali's economy has grown rapidly since a decade ago. This is possible because tourism is growing continuously. However, tourism growth is not optimal because of insufficient promotion and tourism destination identity is unclear.  The growth of Web 2.0 as a platform to share travel information has prompted tourism bodies to pay closer attention to how their destinations are perceived by target markets. Set within the context of the emergence of Web 2.0, a platform designed to enable users to generate and share information on the Internet, this paper evaluates the relationship between destination identity and destination image and adopts the view that a successful destination brand relies on the congruence between destination identity and destination image. The elements of destination identity are composed from the supply side and the elements of destination image are composed from the consumer side. The objective of exploring the alignment between these two perspectives is to propose a model to encourage the alignment of these two perspectives and evaluate the effectiveness of a destination branding strategy.

scholarly journals Educating Educational Leaders in a Blended Professional Doctorate Program: An Initial Action Research Inquiry

2016 ◽  
Vol 1 (1) ◽  
Author(s):  
Kathryn Strom ◽  
Bradley Porfilio ◽  
Bobbie Plough
Keyword(s):  
Action Research ◽  
Blended Learning ◽  
Action Plan ◽  
Educational Leaders ◽  
Faculty Members ◽  
Learning Program ◽  
Professional Doctorate ◽  
Initial Action ◽  
K 12 ◽  
The Impact

This paper describes the first cycle of an action research study investigating the impact of new blended learning courses in a professional doctorate program, the results of which will inform future course planning and pedagogy.  Specifically, core researcher-faculty members associated with the program were interested in understanding how a blended learning program impacted students’ learning experiences. In our findings from this initial inquiry, we detail both constraining and enabling elements of the hybrid experiences provided to students. We also describe the revised action plan created from these findings to improve our ability to utilize the online portion of our doctoral coursework to meet our larger goals of preparing educational leaders to fight for issues of social justice in K-12 settings and beyond.

scholarly journals Improving the English skills of native Japanese using artificial intelligence in a blended learning program

2019 ◽  
pp. 327-333
Author(s):  
Hiroyuki Obari ◽  
Stephen Lambacher
Keyword(s):  
Artificial Intelligence ◽  
Blended Learning ◽  
Language Learning ◽  
Language Proficiency ◽  
English Language ◽  
Native Speakers ◽  
Learning Experience ◽  
Private University ◽  
Business Majors ◽  
Learning Program

A constructivist approach to language learning can motivate students by activating their brains to create new knowledge and reflect more consistently and deeply on their language learning experience. The present study focused on assessing the use of the Artificial Intelligence (AI) speakers Google Home Mini and Amazon Alexa as part of a Blended Learning (BL) environment to improve the English skills of two groups of native Japanese undergraduates. The participants were 47 native speakers of Japanese, all third-year business majors at a private university in Tokyo. Pretest and posttest Test of English for International Communication (TOEIC) scores, as well as results from a post-training survey, were used in evaluating the overall effectiveness of the program. Gains in TOEIC scores indicated the BL program incorporating AI speakers improved the students’ overall English skills, particularly listening comprehension. The results suggest the integration of AI, along with social media and 21st-century skills, may be an effective way to improve the English language proficiency of adult L2 learners.

scholarly journals A MOOC-BASED COMPUTER SCIENCE PROGRAM FOR MIDDLE SCHOOL: RESULTS, CHALLENGES, AND THE COVID-19 EFFECT

2021 ◽  
Author(s):  
Shai Perach ◽  
Giora Alexandron
Keyword(s):  
Middle School ◽  
Blended Learning ◽  
Computer Science ◽  
Undergraduate Students ◽  
Learning Experience ◽  
School Closure ◽  
Preliminary Evaluation ◽  
Learning Program ◽  
Self Regulated Learning ◽  
K 12

In an attempt to pave the way for more extensive Computer Science Education (CSE) coverage in K-12, this researchdeveloped and made a preliminary evaluation of a blended-learning Introduction to CS program based on an academicMOOC. Using an academic MOOC that is pedagogically effective and engaging, such a program may provide teacherswith disciplinary scaffolds and allow them to focus their attention on enhancing students' learning experience and nurturingcritical 21st-century skills such as self-regulated learning. As we demonstrate, this enabled us to introduce an academiclevel course to middle-school students.In this research, we developed the principals and initial version of such a program, targeting ninth-graders in science-trackclasses who learn CS as part of their standard curriculum. We found that the middle-schoolers who participated in theprogram achieved academic results on par with undergraduate students taking this MOOC for academic credit. Participatingstudents also developed a more accurate perception of the essence of CS as a scientific discipline.The unplanned school closure due to the COVID19 pandemic outbreak challenged the research but underlined theadvantages of such a MOOC-based blended learning program above classic pedagogy in times of global or local crises thatlead to school closure. While most of the science track classes seem to stop learning CS almost entirely, and the end-of-yearMoE exam was discarded, the program's classes smoothly moved to remote learning mode, and students continued tostudy at a pace similar to that experienced before the school shut down.

scholarly journals Blended Learning Case Study: “New to the Leadership Role”

2019 ◽  
Vol 12 (2) ◽  
pp. 79
Author(s):  
Ruben Weiser
Keyword(s):  
Blended Learning ◽  
Learning Experience ◽  
Leadership Role ◽  
The Self ◽  
Working Environment ◽  
Learning Approach ◽  
Learning Program ◽  
Leadership Program ◽  
Face To Face ◽  
Self Learning

<p>The blended learning „Leadership Program“ is a clever combination of self-learning and face-to-face-teaching periods. Heart of the self-learning period are interactive exercises and multimedia eLearning videos. A moderator, who leads trough every section of the eLearning, ensures a strong involvement for the participants. With the help of valuable play scenes with real actors, the participants get encouraged to question their own behavior in daily business. In addition, there are graphically animated explainer videos and highly qualified interactive learning exercises.</p><p>The eLearnings contain also transfer-exercises, which empower participants to adapt new learning contents easily to their working environment and gain valuable experiences.</p><p>The blended learning “Leadership Program” contains, beside the eLearning videos, two face-to-face teaching periods. These periods are very important for the learning experience, because they put focus on self-reflection and refer to the transfer-exercises from the eLearnings. The trainer discusses with the participants their experiences, encourages them to share their findings from the self-learn period and provides feedback and advices. The face-to-face teaching is not about delivering knowledge, this happens during the self-learning period, it is about strengthen it.</p><p>In the blended learning approach, the trainer is a learning companion, who guides participants through the different learning periods. Therefore, the trainer is always available for guidance during the self-learning period. The participants can get back to them over phone or email. All trainers have a special certificate, which enables them to teach with our blended learning approach. They know all eLearnings and transfer-exercises very well. Furthermore, a trainer guideline was specially developed for every blended learning program. This is possible due to our cooperation with the training company “Pawlik”, which gives us the opportunity to work with 150 specialized and highly certified trainers.</p><p>Self-learning and face-to-face teaching periods are framed by webinars. In the first session the participants get a detailed overview about the blended learning approach and its structure. In addition, they have the opportunity to introduce their self and get to know each other. The blended learning journey ends with two coaching calls, where the trainer offers support to the participants, in case they struggle to put their learnings into practice.</p><p>Our blended learning “Leadership Program” can be booked over Pink University. There are no extra bookings required for the trainers.  It is structured in modules and can be adapted easily to customer needs.</p>

The Wisdom of the Crowds

2012 ◽  
pp. 330-337
Author(s):  
Zhang Wei ◽  
Yang Ke
Keyword(s):  
Web 2.0 ◽  
Word Of Mouth ◽  
Oral Communication ◽  
Smart Phones ◽  
The Internet ◽  
Wisdom Of The Crowds ◽  
Share Information ◽  
The Way

What happens when a classic tool meets the Internet? This is the question that word of mouth (WOM) marketing faces. Word of mouth marketing as the oldest marketing method was completed by oral communication. But since entering the Internet era, and especially with the advent of Web 2.0, the way people share information is more dependent on hands rather than mouth – that is, through the keyboard, mouse, and smart phones – to affect others easily. This chapter will discuss the blogs and eWoM from the business, technical, social, and political aspects to reveal how eWoM thrives in the age of the Internet.

Bringing Web 2.0 into the Learning Environment

2013 ◽  
pp. 109-118
Author(s):  
Saman Shahryari Monfared ◽  
Peyman Ajabi-Naeini ◽  
Drew Parker
Keyword(s):  
Social Media ◽  
Learning Environment ◽  
Web 2.0 ◽  
Social Networking ◽  
Learning Experience ◽  
Asynchronous Learning ◽  
The Internet ◽  
Continuous Learning ◽  
The Web ◽  
The Way

Social Networking, or the so-called Web 2.0 phenomenon, is changing the way we use the Internet. In turn, the way we use the Internet is changing the way we work, learn, communicate, and research. This chapter outlines a series of issues, tools, techniques, and pedagogy that may lie behind the process to bring social media into a learning environment. It then concludes with a four-year experience bringing these concepts into a senior undergraduate seminar, and offers observations and conclusions about the efficacy of our approach. Social networking has brought the Web into a conversation. Similarly, the chasm between synchronous and asynchronous learning is closing as the classroom becomes one part of a larger, continuous learning experience.

scholarly journals Evaluation of Blended Learning Implementation which is Conditioned to Optimize the Mastery of Student Knowledge and Skills

2018 ◽  
Vol 7 (4.33) ◽  
pp. 195
Author(s):  
Muhammad Rozahi Istambul ◽  
Hari Supriadi ◽  
. .
Keyword(s):  
Information Systems ◽  
Blended Learning ◽  
Learning Process ◽  
Evaluation Method ◽  
Learning Experience ◽  
Learning Program ◽  
Study Program ◽  
Knowledge And Skills ◽  
Face To Face ◽  
Evaluation Approach

Learning process is part of the E-Procurement courses curriculum in Information Systems Study Program at Widyatama University. All this time, in the face-to-face method of learning process, students have not been able to optimize the mastery of knowledge and skills as expected. One of the things that the Information Systems Study Program did to optimize said mastery is applying the blended learning program in e-Procurement courses. This study uses mixed method evaluation approach in evaluating various stages of the process to implement a blended learning program. Meanwhile, the evaluation method used consists of 2 parts of the model namely 1) CIPP, an evaluation carried out on context, input, process, and product, 2) The Flashlight Triad, an evaluation of activities that utilize information technology online. As the final result of evaluating the implementation of blended learning based on observations and research that has been done, there is an optimization of the increase in mastery of students' knowledge and skills, after conducting various activities that are conditioned on face-to-face activities combined with online ones. The results of this evaluation mean that a well-conditioned blended learning program can influence students in terms of motivation, therefore mastering the knowledge and skills of a course can be optimized through the student learning experience.  

scholarly journals EFL students’ perceptions of blended learning in English language course: learning experience and engagement

2021 ◽  
Vol 11 (1) ◽  
pp. 152-174
Author(s):  
Nurmala Elmin Simbolon
Keyword(s):  
Online Learning ◽  
Blended Learning ◽  
English Language ◽  
Learning Experience ◽  
Descriptive Analysis ◽  
The Internet ◽  
Learning Tools ◽  
Internet Connection ◽  
Research Findings ◽  
Efl Students

The importance of blended learning has been emphasised during the current restriction caused by the coronavirus diseases 2019 (COVID-19). But there is a scarcity of studies on students’ learning experience in blended learning, particularly using WhatsApp as one of the learning tools. A combination of classroom meetings and online learning is implemented in a vocational university in Indonesia. The research reported in this article aims to examine students’ perceptions of their learning experience in a blended method of learning incorporating social media WhatsApp and Google Classroom application as learning instruments. The dataset includes a questionnaire consisting of a four-point Likert scale and open-ended questions, a recording of WhatsApp chat history, and students' work in Google Classroom. Data analysis uses a multi-methods approach. Descriptive analysis is used for the closed-ended questions using the Excel program and content analysis for the open-ended questions. Results show that students positively perceive their learning experience in blended learning. Students also articulate their concerns of the internet connection and instruction clarity on the online learning materials. This paper highlights some implications of the research findings including the lecturer's need for professional development that may enable them to help students succeed in blended learning. 

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