Evaluating the impact of Southern New Hampshire University’s blended learning program on learning outcomes (South Africa)

2021 ◽  
Author(s):  
Rebecca Bier ◽  
Inez Dawoodjee
Keyword(s):  
South Africa ◽  
Blended Learning ◽  
Learning Outcomes ◽  
New Hampshire ◽  
Learning Program ◽  
The Impact

scholarly journals Impact of English Accelerated Learning Program (ALP) on desired proficiency of 8th grade students

2021 ◽  
Vol 6 (2) ◽  
pp. 23-35
Author(s):  
Muhammad Irfan Ashraf ◽  
Muhammad Arfan Lodhi
Keyword(s):  
Learning Outcomes ◽  
Language Proficiency ◽  
English Language ◽  
Damage Control ◽  
Sampling Technique ◽  
Accelerated Learning ◽  
Maximum Output ◽  
Learning Program ◽  
8Th Grade ◽  
The Impact

Within the context of lockdown and pandemic situation, by taking all these conditions in attention, government of Punjab introduced compact and shortened curriculum named as Accelerated learning program for 8th grade students. The accelerated syllabi are usually introduced and implemented to fulfill short term objectives. The current study aimed at investigating how efficient and effective this ALP can be in achieving estimated language proficiency of students. Furthermore, there is some need to get awareness to teachers’ preference and their ALP teaching practices meeting the desired aims. The syllabus has been introduced to minimize the Covid-19-driven learning loss and expedite the teaching and learning procedures to damage control and maximize learning outputs. Therefore, current study was designed as experimental so that researchers can check the impact of ALP on students’ achievements. Moreover, the effect of the independent variable ALP course was checked upon the English proficiency of the learners which is termed as a dependent variable. The 8th grade students at government schools of Bahawalpur district were taken as the population of the study out of which only 60 students were selected by using a random sampling technique and 80 teachers were also selected by using a purposive sampling technique. The findings of the study indicate that there is little or no impact on students’ learning outcomes by the use of ALP course for teaching English language. It is also found that teachers face difficulty while teaching through ALP because it is too compact and it did not include all the language components and skills. In order to obtain the maximum output from ALP, it is suggested to devise comprehensive lesson planning and proper teaching strategies with revised and modified pattern of learning outcomes.

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 Penerapan Model Pembelajaran Savi Untuk Meningkatkan Hasil Belajar Forehand Drive Permainan Tenis Meja Mahasiswa Prodi PJKR Semester Ganjil FIK-Unimed

2017 ◽  
Vol 2 (1) ◽  
pp. 66
Author(s):  
Zulpikar Ilham
Keyword(s):  
Learning Outcomes ◽  
Phase 1 ◽  
Learning Model ◽  
Difficulty Level ◽  
Table Tennis ◽  
Learning Program ◽  
Research Activity ◽  
Resource Requirement ◽  
Program Plan ◽  
The Impact

This study is intended to examine the impact of the application of SAVI learning model to improve learning outcomes forehand table Tennis drive. With this research this study aims to determine the impact of the application of SAVI learning model to improve learning outcomes forehand table tennis drive. With this research is expected to improve learning results forehand table tennis drive on students majoring in PJKR FIK-Unimed. Application of this SAVI learning model will help lecturers to determine the appropriate learning stages of the difficulty level, so that the students can master the technique well and also encourage improving learning outcomes. This study uses action research methods developed by Kemis. The research activity plan is conducted with 2 cycles with each cycle consisting of 4 stages; (1) phase 1, do the planning. In this planning the researcher performs the initial test, identification of resource requirement, programming of learning program plan and determination of achievement indicator, (2) second stage, implementation. At this stage, a step-by-step learning process is based on the learning program plan, (3) third stage, observation. At this stage observation is attached to each exercise and perform tests and measurements, (4) fourth stage, do reflection. Reflection is done to find some obstacles and problems and then become the basis for determining activities in the second cycle. Output target in this research is minimal journal with ISSN.

scholarly journals The impact of blended learning applied in textile physics course on pattern grading learning outcomes

2021 ◽  
Author(s):  
Dewi Suliyanthini ◽  
Fajar Yulianur ◽  
Harsuyanti Lubis ◽  
Vivi Rodiona ◽  
Yoga Matin Albar
Keyword(s):  
Blended Learning ◽  
Learning Outcomes ◽  
Pattern Grading ◽  
Physics Course ◽  
The Impact

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 VIDEO PRESENTASI, BLENDED LEARNING, COGNITIVE LOAD DAN HASIL BELAJAR: SUATU KAJIAN TEORITIS

2020 ◽  
Vol 8 (2) ◽  
Author(s):  
Intan Safiah ◽  
Muhammad Yunus
Keyword(s):  
Working Memory ◽  
Cognitive Load ◽  
Blended Learning ◽  
Learning Outcomes ◽  
Cognitive Load Theory ◽  
Cognitive Capacity ◽  
Video Presentation ◽  
Load Theory ◽  
The Impact ◽  
Video Presentations

Video Presentation is a learning medium that is very supportive of the e-learning-based learning process. Learning videos can help reduce the cognitive load of learners. Cognitive load is a theoretical concept with a very central role in the educational research literature. The basic idea of cognitive load theory is that cognitive capacity in working memory is limited, so that if the learning task requires too much capacity, learning will be hampered. This study aims to review the results of research that explores the use of video presentations to overcome cognitive load in blended learning. Through a review of research on learning using a published video presentation model. The aim of this study is to identify strategies used by researchers in overcoming cognitive load in learning activities, and also to synthesize current literature on the impact of using video presentations on learning outcomes. This study uses a research library research method. The results of the study found that one way to optimize the use of working memory capacity and avoid cognitive overload is to design an instructional system, one of which is a video presentation. Cognitive load theory has been researched and proven to be overcome by using video presentations. This study openly explores the limitations of video presentations in blended learning to overcome cognitive load and improve learning outcomes by identifying a number of related conceptual, methodological and application problems.

Quality Matters in Transcultural Blended Learning and Teaching in Postsecondary Education

2012 ◽  
pp. 322-336 ◽  
Author(s):  
Emmanuel Jean Francois
Keyword(s):  
Quality Assurance ◽  
Blended Learning ◽  
Postsecondary Education ◽  
Learning Outcomes ◽  
Curriculum Design ◽  
Teaching Effectiveness ◽  
Learning Program ◽  
Quality Matters ◽  
Learning And Teaching ◽  
Institutional Leadership

Quality matters in transcultural blended learning and teaching in postsecondary education. The purpose of this chapter is to introduce a framework for quality assurance in transcultural blended learning and teaching in postsecondary education. The framework includes a transcultural blend of institutional fitness, teaching effectiveness, and learning outcomes. The institutional outcomes encompass factors such as institutional leadership, administrative and logistic supports, and the accreditation standards. Teaching effectiveness includes the overall curriculum design and the delivery of courses. The learning outcomes concern the knowledge, skills, and behaviors that stakeholders expect students to exhibit after attending a blended learning program or course.

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