scholarly journals Blended Learning Outcomes in Academic and Professional Writing

2015 ◽  
Vol 6 (3) ◽  
pp. 46-56
Author(s):  
Catherine Owens
Keyword(s):  
Online Learning ◽  
Blended Learning ◽  
Learning Outcomes ◽  
Undergraduate Students ◽  
Academic Writing ◽  
Formative Evaluation ◽  
Career Preparation ◽  
Professional Writing ◽  
Specific Reference ◽  
English Writing

Much has been written about the potential of online learning. Advantages discussed in the literature include practical considerations such as career preparation, convenience, and savings in time and money, the ethical benefit of open access and the environmental one of reduced paper and printing; learning benefits such as improved creativity and support for a more learner centered environment, learner autonomy, and the establishment of standards. This study documents the learning outcomes of 28 undergraduate students studying Professional and Academic Writing in a blended learning environment. Outcomes reflect gains in academic English writing skills, with specific reference to the use of the process approach to writing. Evidence from students’e-portfolios provides a rich source of learners' engagement in the planning, drafting, revising and presenting steps of paper completion. Further evidence shows how students develop information literacy through the use of the online learning materials. The instructional design features of particular tasks along with the e-portfolio used for formative evaluation are also analyzed for their contributions to the learning outcomes.

The Impact of Online Learning Activities on Student Learning Outcome in Blended Learning Course

2017 ◽  
Vol 16 (04) ◽  
pp. 1750040 ◽  
Author(s):  
Viet Anh Nguyen
Keyword(s):  
Online Learning ◽  
Blended Learning ◽  
Student Learning ◽  
Learning Outcomes ◽  
Undergraduate Students ◽  
Student Learning Outcomes ◽  
Student Interaction ◽  
Learning Activities ◽  
Student Learning Outcome ◽  
The Impact

The aim of the study is to determine the impact of online learning activities on learning outcomes of students who participated in the blended learning course, focusing specifically on skill-based courses. The learning outcomes or results of a learner are usually measured by scores, knowledge or skills gained in the course. In blended learning courses, the learning outcomes can be assessed according to many criteria. In this study, interactive activities such as teacher–student interaction, student–student interaction, student–content interaction and student–technology interaction are considered. Undergraduate students participated in the blended learning course in which formative assessment was used to evaluate student learning outcomes by the combination of different learning activities through a learning management system. The quantitative results obtained by using regression analysis of data from the system showed that the students who effectively interacted with learning activities in the course have better results. Quantitative analytical results indicated that student–student interaction has a greater impact on student learning outcomes. These learning activities are used for interactive activities as suggestions for teachers to design and implement learning activities for blended learning courses.

scholarly journals The Effect on Learning Objectives and Outcomes of Students’ Inability to Develop Language Competencies for Appropriate Communication at the Undergraduate Level

2020 ◽  
Vol 2 (3) ◽  
pp. p64
Author(s):  
Casimir Adjoe ◽  
Rosemary Kimani
Keyword(s):  
Learning Outcomes ◽  
Undergraduate Students ◽  
Random Sampling ◽  
Writing Skills ◽  
Learning Objectives ◽  
Communication Studies ◽  
Undergraduate Level ◽  
English Writing ◽  
Linguistic Ethnography ◽  
Language Competencies

The ability to communicate is a skill needed for beneficial learning outcomes. It is likewise needed for functioning in our connected world and spaces. However, undergraduate writing still gives the impression of poor English writing skills and inadequate communication. The paper takes a linguistic ethnography approach to examine the effects of poor English writing skills on the learning objectives and communication of undergraduate students. Using a random sampling of 37 examination scripts of Communication Studies students and their analysis through a revised version of Bloom’s taxonomy of educational objectives, the study suggests that poor English writing skills and the inability to communicate are likely among the effects of the inability of undergraduate students to acquire competence at the comprehension, analysis, synthesis, and evaluation tasks needed to enable them compose knowledge and meaningful messages as well as to communicate them. The study, therefore, suggests the need for investigating practical steps that can be taken to assist students with poor English writing competencies and skills to access knowledge and be able to produce knowledge in their learning situations, and further still, be able to communicate their knowledge as competently as possible without an overemphasis on grammatical correctness as the goal.

scholarly journals Comparative Study Management Of Training (MOT) Between Blended Learning And Fully Online Learning Methods

2021 ◽  
Vol 24 (2) ◽  
pp. 24
Author(s):  
Yunni Susanty
Keyword(s):  
Online Learning ◽  
Blended Learning ◽  
Learning Outcomes ◽  
Learning Process ◽  
Quantitative Methods ◽  
Sampling Technique ◽  
Statistical Test ◽  
Training Institution ◽  
Learning Method ◽  
Parametric Statistical Test

The COVID 19 pandemic also has an impact on the education and training aspects of the State Civil Apparatus. MOT training in Puslatbang PKASN LAN, which was originally carried out by blended learning in 2019, has been changed to fully online learning in 2020, as an effort to reduce the spread of the COVID 19 virus. The purpose of this study is to find out whether there are differences on the learning outcomes between MOT participants in 2019, which attended by 30 people, and MOT participants in 2020, which attended by 25 people. Data processing and analysis techniques in this study using quantitative methods. The statistical test used is the non-parametric statistical test using the Mann Whitney U test. The sampling technique used was total sampling, where all members of the population were used as samples. The results revealed that there was no difference in the learning outcomes of MOT participants between those using the blended learning method and those using the fully online learning method. Based on this information, fully online learning is very possible to be applied. Nevertheless, the Training Institution must pay attention to the availability of facilities and infrastructure that support the learning process electronically. Also, the limited interaction between lecturers and participants when doing online learning should be balanced with the ability of lecturers to convey material with technology-based learning techniques. In this case, the roles of all parties will determine the optimal achievement of the fully online learning process.

scholarly journals THE DEVELOPMENT OF BLENDED LEARNING BASED ON HANDPHONE FOR COMPUTER SYSTEM SUBJECT ON XI GRADE OF SMKN 1 BENGKULU CITY

2019 ◽  
Vol 7 (3) ◽  
pp. 497-502
Author(s):  
Basuki Wibawa ◽  
Paidi .
Keyword(s):  
Blended Learning ◽  
Learning Outcomes ◽  
System Approach ◽  
Flipped Classroom ◽  
Formative Evaluation ◽  
Learning Model ◽  
Vocational High School ◽  
Fourth Edition ◽  
Seventh Edition ◽  
Stages Of Learning

Purpose of Study: Education has an important role to improve the quality of human resources that made the younger generations could develop their potential optimally. Vocational High School (SMK) is one of the educational institutions that has prepared their graduates to enter the working world. One of the compulsory programs in Vocational High School is the students were carried out on the fieldwork practices (PKL). To provide learning access for students as long as they stayed in the industry area, so it was necessary to give learning on blended learning by using handphone as a learning media. In order to get students’ learning outcomes be maximized, so the development of this learning should be done by applying Research and Development patterns that were adapted from The Steps of System Approach Model of Educational Research and Development (R & D), Fourth Edition and Seventh Edition by Borg and Gall. Blended learning models that would be developed are Norman Vaughan and Flipped Classroom Models. Learning materials were developed are computer system subject. The measurement of result development was done by the formative evaluation that consisted of one to one evaluation with expert, one to one evaluation with learner, small group and field trial. Methodology: The methodology that was conducted is stages of learning model adopted from Model of The Steps of System Approach Model of Educational Reseach and Development (R & D), Fourth Edition and Seventh Edition by Borg and Gall. The blended learning model that will be developed is the Norman Vaughan model and Flipped Classroom Model. (Helena Gillespie et.all, 2007) Results: Stages of learning model development that was adopted from Model of The Steps of System Approach Model of Educational Reseach and Development (R & D), Fourth Edition and Seventh Edition by Borg and Gall. The blended Vaughan model and Flipped Classroom Model. Stages of development process as follows:1) Data and Information Collecting, 2) Identity Instructional Goal, 3) Conduct instructional Analyze, 4) Analyze Learners and Contexts, 5) Write Performance Objectives, 6) Develop AssessmentInstrument, 7) Develop Instructional Strategy, 8 Develop and Select Instructional Materials, 9) Revise Instruction, 10) Design and Conduct Formative Evaluation of Instruction (Gall et all). Implications/Applications: Development of blended learning based on handphone was appropriate to be used in learning at XI grade of SMK. It was caused that students of XI grade have followed the practice of field work for about 3 months, as long as the students followed the practice of fieldwork, it meant that the learning process was still being applied by using handphone media and learning outcomes showed that there was an improvement in learning outcomes.

scholarly journals A Study of University Students in Japan: Learning and Application of Academic English Writing

2021 ◽  
Author(s):  
◽  
James Graham McKinley
Keyword(s):  
Undergraduate Students ◽  
Academic Writing ◽  
Social Constructivist ◽  
Academic English ◽  
Writing Classes ◽  
Writer Identity ◽  
Writing Courses ◽  
English Writing ◽  
Written Texts ◽  
The Rich

<p>This study investigated Japanese first and second year undergraduate students learning English academic writing in their compulsory English composition courses in a Japanese university. The thesis takes a social constructivist approach to investigate the aspects of critical argument and writer identity in these students’ classes and their writing.  The data for the study include classroom observations and teacher and student interviews, all conducted monthly throughout the academic year-long course. In total there were six courses, four teachers, and sixteen student participants. The observations were analyzed using an adapted version of Ivanič’s (2004) Discourses of Writing framework, which focused on aspects of identity construction in the writing classroom. The linguistic data included a selection of one major piece of writing from each student, analyzed using an adapted Appraisal framework within Systemic Functional Linguistics (Martin, 1997; 2000). In order to maintain a focus on writer identity in the analysis, Clark and Ivanič’s (1997) selves were identified through this analysis. In addition, the texts were analyzed for use of Casanave’s (2002) writing game strategies, in order to further establish the students’ approaches in writing their texts. The objective was not to generalize about how Japanese students learn to write academic English, but rather to provide, from a social constructivist, Western researcher’s perspective, an analysis of what happened in these students’ writing classes and how it affected their writing for those classes.  Teachers’ general practices in the observed courses mainly focused on two aspects of writing: 1) as a communicative act (writing for a reader), and 2) as an exercise in critical thinking (developing a thesis). These two aspects emerged from the observation and interview data collection. The four teachers used very different approaches in designing their courses, and the students in the same classes responded in different ways, mostly depending on their ability to understand their teachers’ intentions and to form appropriate academic identities in an attempt to meet their teachers’ expectations. The analysis of the students’ written texts revealed that students often did not meet the teachers’ expectations of writing objectively and using a genre-appropriate voice as students often resorted to the same authorial voice to push their thesis.  This investigation was designed to inform pedagogic practices for university teachers of academic English and curriculum designers in Japan to establish effective English writing courses. The rich description of classroom practices and resulting written texts and the focus on differences in cultural expectations between teachers and students provide significant contributions to this area of inquiry. The main pedagogical suggestions are standardizing course objectives and goals, assigning more reading as a part of writing, and teaching students how to write authoritatively.</p>

The Effectiveness of Online and Blended Learning: A Meta-Analysis of the Empirical Literature

2013 ◽  
Vol 115 (3) ◽  
pp. 1-47 ◽  
Author(s):  
Barbara Means ◽  
Yukie Toyama ◽  
Robert Murphy ◽  
Marianne Baki
Keyword(s):  
Online Learning ◽  
Blended Learning ◽  
Learning Outcomes ◽  
Classroom Instruction ◽  
Meta Analysis ◽  
Learning Models ◽  
Web Based ◽  
Face To Face ◽  
Learning Conditions ◽  
Face To Face Instruction

Background/Context Earlier research on various forms of distance learning concluded that these technologies do not differ significantly from regular classroom instruction in terms of learning outcomes. Now that web-based learning has emerged as a major trend in both K–12 and higher education, the relative efficacy of online and face-to-face instruction needs to be revisited. The increased capabilities of web-based applications and collaboration technologies and the rise of blended learning models combining web-based and face-to-face classroom instruction have raised expectations for the effectiveness of online learning. Purpose/Objective/Research Question/Focus of Study This meta-analysis was designed to produce a statistical synthesis of studies contrasting learning outcomes for either fully online or blended learning conditions with those of face-to-face classroom instruction. Population/Participants/Subjects The types of learners in the meta-analysis studies were about evenly split between students in college or earlier years of education and learners in graduate programs or professional training. The average learner age in a study ranged from 13 to 44. Intervention/Program/Practice The meta-analysis was conducted on 50 effects found in 45 studies contrasting a fully or partially online condition with a fully face-to-face instructional condition. Length of instruction varied across studies and exceeded one month in the majority of them. Research Design The meta-analysis corpus consisted of (1) experimental studies using random assignment and (2) quasi-experiments with statistical control for preexisting group differences. An effect size was calculated or estimated for each contrast, and average effect sizes were computed for fully online learning and for blended learning. A coding scheme was applied to classify each study in terms of a set of conditions, practices, and methodological variables. Findings/Results The meta-analysis found that, on average, students in online learning conditions performed modestly better than those receiving face-to-face instruction. The advantage over face-to-face classes was significant in those studies contrasting blended learning with traditional face-to-face instruction but not in those studies contrasting purely online with face-to-face conditions. Conclusions/Recommendations Studies using blended learning also tended to involve additional learning time, instructional resources, and course elements that encourage interactions among learners. This confounding leaves open the possibility that one or all of these other practice variables contributed to the particularly positive outcomes for blended learning. Further research and development on different blended learning models is warranted. Experimental research testing design principles for blending online and face-to-face instruction for different kinds of learners is needed.

scholarly journals Voices from EFL Thai learners towards English writing

2020 ◽  
Vol 15 (6) ◽  
pp. 1495-1507
Author(s):  
Chutamas Sundrarajun
Keyword(s):  
Undergraduate Students ◽  
Academic Writing ◽  
English Language ◽  
Structured Interview ◽  
Educational Organizations ◽  
Business English ◽  
English Writing ◽  
Writing Course ◽  
Language Writing ◽  
Written Assignments

English language writing is seen as one of the most difficult skills for undergraduate students. When composing a piece of writing, students usually face various problems ranging from grammatical aspects to expressing ideas and opinions. To answer the research questions, this study employed a mixed method of both qualitative and quantitative approaches to identify the students’ perceptions towards Business Article Writing Course, as well as to pinpoint their challenges when working on the written assignments. The intensive data were collected from 20 fourth year students majoring in Business English via the use of questionnaire and a semi-structured interview. The findings give teachers, course designers, and educational organizations an insight into students’ problems in learning English language writing. It also highlights the need to integrate different genres of writing to enhance students’ writing skills so that they can use such techniques to overcome any struggles when composing a piece of writing.   Keywords:  Academic Writing, EFL, Writing Strategies, Peer Feedback

scholarly journals THE CHALLENGE OF IMPLEMENTING ONLINE INTERPROFESSIONAL EDUCATION FOR UNDERGRADUATE STUDENTS: A LITERATURE REVIEW

2021 ◽  
Vol 10 (1) ◽  
pp. 54
Author(s):  
Rilani Riskiyana
Keyword(s):  
Online Learning ◽  
Literature Review ◽  
Blended Learning ◽  
Undergraduate Students ◽  
Narrative Analysis ◽  
Program Implementation ◽  
Interprofessional Education ◽  
Learning Objective ◽  
Google Scholar ◽  
Program Sustainability

Background: Interprofessional education (IPE) is undergoing vast development recently. Online learning has been proven to help overcoming the barriers that were commonly found in traditional IPE. However, the management of online learning in IPE is not well understood. The study identified challenges in online learning in IPE as well as recommendations for better program implementation. Methods: A literature review was performed using several keywords including “online learning”, “blended learning”, “interprofessional education”, “challenges”, and “obstacles”. The databases included EBSCOHost, ProQuest, Google Scholar, and Sciencedirect. A narrative analysis was performed to meet the review objective. Results: The identified challenges in establishing online learning for IPE were categorized according to each phase, i.e. planning and implementation. Seven categories of challenge were highlighted. The recommendations to overcome each challenge were also discussed for better implementation in the future. Conclusion: Understanding the possible challenge in each phase of developing online learning for IPE could minimize the potential disruption in achieving the learning objective. Gaining support as well as faculty trainings are crucial to ensure the program sustainability

scholarly journals A blended learning model supported by MOOC/SPOC, Zoom, and Canvas in a project-based academic writing course

2021 ◽  
pp. 179-197
Author(s):  
Li Zhang ◽  
Yunjie Chen
Keyword(s):  
Online Learning ◽  
Blended Learning ◽  
Academic Writing ◽  
Teaching And Learning ◽  
Online Courses ◽  
New Approach ◽  
Face To Face ◽  
Management Platform ◽  
Writing Course ◽  
Blended Online Learning

Blended learning has played an important role in teaching English as a second or foreign language around the world. However, little research has been conducted on blended learning that is entirely online owing to the coronavirus pandemic. We aim at exploring the model of blending Massive Open Online Courses (MOOC) and Small Private Online Courses (SPOC), Zoom conferencing, and the Canvas course management platform. The new approach of blended online learning incorporates the pre-class autonomous learning of knowledge in MOOC/SPOC, in-class internalization of knowledge through case studies and discussions on Zoom, and after-class application of knowledge to the completion of a research project. A questionnaire and interviews were conducted to explore learners’ perceptions of the effectiveness of the model. Learners have a positive attitude about the new approach of blended online learning, but still hope that the in-class activities can be implemented face-to-face offline. The model will contribute to teaching and learning with the blended approach against the current coronavirus pandemic.

scholarly journals PENERAPAN BLENDED LEARNING MENGGUNAKAN MODEL FLIPPED CLASSROOM BERBANTUAN GOOGLE CLASSROOM DALAM PEMBELAJARAN MATEMATIKA SMP

2019 ◽  
Vol 7 (1) ◽  
Author(s):  
Meyla Kurniawati ◽  
Harja Santanapurba ◽  
Elli Kusumawati
Keyword(s):  
Online Learning ◽  
Blended Learning ◽  
Learning Outcomes ◽  
Learning Process ◽  
Flipped Classroom ◽  
Student Learning Outcomes ◽  
Female Students ◽  
Student Responses ◽  
Male And Female ◽  
Learning At Home

Abstrak: Terbukanya sumber belajar yang luas bagi siswa memberikan ruang kepada guru untuk beralih dari teacher centered learning menuju student cen­tered learning. Hal ini dapat diimplementasikan dalam pembelajaran berbasis blended learning meng­gunakan model flipped classroom yang memadukan pembelajaran online di rumah dan tatap muka di kelas. Dengan adanya internet yang menyediakan berbagai learning management system seperti Google Classroom, guru dapat membuat kelas virtual untuk melaksanakan pembe­lajaran online di rumah agar siswa terlatih bertindak aktif dan mandiri dalam belajar. Penelitian ini ditujukan untuk mendeskripsikan proses pem­belajaran blended learning, menilai hasil belajar siswa, mengetahui perbedaan hasil belajar siswa laki-laki dengan perempuan, dan menilai tanggapan siswa. Penelitian ini menggunakan metode deskriptif mengambil subjek siswa kelas VII A SMP Negeri 9 Banjarmasin tahun pelajaran 2018/2019 berjumlah 36 siswa. Teknik pengumpulan data berupa observasi, tes, dan kuesioner. Teknik analisis data berupa statistik des­krip­tif dan inferensial. Hasil penelitian menunjukkan proses pembelajaran berada pada kategori sangat baik, hasil belajar siswa berada pada kategori cukup, terdapat perbe­daan hasil belajar antara siswa laki-laki dengan perempuan, dan tanggapan siswa berada pada kategori sangat tinggi. Kata kunci: Blended Learning, Flipped Classroom, Google Classroom Abstract: The opening of extensive learning resources for students provides space for teachers to switch from teacher centered learning to student centered learning. This can be implemented in blended learning using a flipped classroom model that combines online learning at home and face to face in class. With the internet that pro­vides various learning management systems such as Google Classroom, teachers can create virtual classes to carry out online learning at home so that trained students act actively and independently in learning. This research is aimed to describe the blended learning process, assess student learning outcomes, know differences in learning outcomes between male and female students, and assess student responses. This study used a descriptive method taking the subject of students grade VII A in SMP Negeri 9 Banjarmasin in the school year 2018/2019 totaling 36 students. Data collec­tion techniques in the form of observations, tests, and questionnaires. The data analy­sis techniques were descriptive and inferential statistics. The results showed that the learning process was in a very good category, student learning outcomes were in a sufficient category, there were differences in learning outcomes between male and female students, and student responses were in the very high category. Keywords: Blended Learning, Flipped Classroom, Google Classroom

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