scholarly journals The Effectiveness of Online Based Learning in Universities During the Covid-19 Pandemic

2021 ◽  
Vol 5 (4) ◽  
pp. 670
Author(s):  
Yari Dwikurnaningsih ◽  
Marinu Waruwu
Keyword(s):  
Higher Education ◽  
Data Analysis ◽  
Blended Learning ◽  
Assessment Instruments ◽  
Analysis Model ◽  
Attitude Assessment ◽  
Face To Face ◽  
Qualitative Descriptive ◽  
Planning Implementation ◽  
Face To Face Learning

The Covid-19 pandemic has had an impact on the management of learning in universities. Face-to-face learning has shifted to online-based learning. This study aims to analyze the effectiveness of online-based learning in higher education in terms of aspects of planning, implementation, evaluation, constraints and strategies towards new habits. The research method used quantitative-qualitative descriptive. Data collection techniques used interviews and open-closed questionnaires, the results of which were processed qualitatively by using Miles and Huberman's qualitative data analysis model and quantitative data analysis using mean, categorization and percentage calculations. The population of this study was 1,117 students, while the sample was taken randomly as many as 366 people. Interviews were conducted on 9 lecturers. The results of this study indicate that 1) planning, implementation and evaluation of online based learning get an assessment with a good category, 2) online based learning obstacles can be overcome with a blended learning model strategy, practical courses are carried out face-to-face, choosing materials and courses online, online learning is done through virtual face-to-face, attitude assessment using various instruments, and lecturers giving assignments according to the number of credits for the course. Thus, online based learning in higher education needs to be improved through blended learning models, face-to-face practical courses, attitude assessment instruments with various alternatives, selection of materials and courses online or offline and assignments according to the number of credits.

USE OF BLENDED LEARNING IN HIGHER EDUCATION – SOME EXPERIENCES

2015 ◽  
Vol 37 (1) ◽  
pp. 54-67 ◽  
Author(s):  
R J Singh
Keyword(s):  
Higher Education ◽  
South Africa ◽  
Distance Learning ◽  
Blended Learning ◽  
Learning Experiences ◽  
Learning Opportunities ◽  
Face To Face ◽  
E Learning ◽  
Face To Face Learning ◽  
Made In

This article reports on the use of blended learning in higher education. Blended learning has become popular in higher education in recent years. It is a move beyond traditional lecturing to incorporate face-to-face learning with e-learning, thereby creating a blend of learning experiences. The problem is that learning in higher education is complex and learning situations differ across contexts. Whilst there is face-to-face contact at some institutions, others offer distance learning or correspondence learning. In each context, the mode of learning may differ. The challenge is to cater for various learning opportunities through a series of learning interactions and to incorporate a blended approach. The aim of this study was to examine various ways of defining blended learning in different contexts. This was done through an examination of experiences of the use of blended learning in different higher education contexts. The study presents a case of blended learning in a postgraduate course. The experiences from all these cases are summarised and conclusions and recommendations are made in the context of blended learning in higher education in South Africa.

Implementing and Promoting Blended Learning in Higher Education Institutions

2010 ◽  
pp. 70-87 ◽  
Author(s):  
Lixun Wang
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Blended Learning ◽  
Higher Education Institutions ◽  
Rapid Development ◽  
Current Trend ◽  
Face To Face ◽  
Peer Editing ◽  
Academic Reading ◽  
Face To Face Learning

With the rapid development of the Internet, blended learning (online learning plus face-to-face learning) has become a model that more and more higher education institutions are intending to adopt. This chapter first compares various forms and expressions of blended learning adopted by different institutions around the world, and then reports on how blended learning has been implemented and promoted in the English Department at the Hong Kong Institute of Education (HKIEd) using a variety of approaches. Here, a number of projects have been carried out over the past seven years, focusing on the conversion of traditional face-to-face modules into partly face-to-face, partly online modules. In addressing these developments, the Blackboard online learning management system, which has been adopted as the main platform for the delivery of blended learning at HKIEd, is first examined. Then the design of a series of subject-specific Web sites to supplement the Blackboard system and facilitate blended learning is introduced. Finally, the implementation of innovative Wikibook projects is illustrated and discussed. Such Wikibook projects, where students are required to work in groups to write an academic textbook collaboratively online, are highly effective in promoting not only autonomous yet collaborative online academic reading and writing, but also online peer editing. This adds a new dimension to blended learning. Feedback from students shows that they greatly enjoyed the experience of collaborative academic writing through the Wikibook projects, and found that the wiki technology made peer editing much more efficient and effective. All the evidence suggests that blended learning has great potential as a vehicle for teaching and learning and is a notable current trend in higher education.

scholarly journals Integrating Technologies in the New Normal: A Study of Blended Learning

2020 ◽  
Vol 1 (4) ◽  
pp. 181-193
Author(s):  
Rahma Sakina ◽  
Eva Meidi Kulsum ◽  
Aip Syaepul Uyun
Keyword(s):  
Blended Learning ◽  
Teaching And Learning ◽  
New Normal ◽  
Face To Face ◽  
Educational Culture ◽  
Synchronous Learning ◽  
Qualitative Descriptive ◽  
Face To Face Learning ◽  
The Stability ◽  
Teaching Learning

The objective of this research is to describe how the teacher integrates technologies in blended learning and to analyze students’ perception and challenges in blended learning. The research was conducted in a private senior high school in Bandung and used a qualitative descriptive method. The data were collected through interview and questionnaire. The findings show that the teacher had already integrated technologies to run the process of teaching and learning in the new normal era as a replacement of a face to face learning due to Covid-19 pandemic. In the blended learning, the teacher integrated the variety of technologies in teaching-learning activities, namely zoom meeting and WhatsApp group chatting for the synchronous learning and she utilized google classroom, screencast o matic screen recorder, viva video editor, YouTube, and Quizizz the synchronous learning. The students perceived  blended learning positively and determined that it is it is one of the effective ways of teaching. The biggest challenge overcome by the teacher is more time needed to learn and adapt to this new situation where they must employ technology in our educational culture. For the students, the stability of internet connection also becomes major obstacle in blended learning. Apart from that, blended learning can be an option applied in the learning process in the current pandemic era.

scholarly journals EFEKTIFITAS GAMIFICATION BERBASIS BLENDED LEARNING PADA MATA KULIAH PENDIDIKAN EKONOMI

2018 ◽  
Vol 6 (1) ◽  
pp. 5
Author(s):  
Saiful Anwar ◽  
Novi Marlena ◽  
Retno Wulandari
Keyword(s):  
Data Analysis ◽  
Blended Learning ◽  
Learning Process ◽  
Economic Education ◽  
Qualitative Approach ◽  
Student Response ◽  
Face To Face ◽  
The Subject ◽  
Face To Face Learning ◽  
Set Up

The purpose of the study is to see the effectiveness of the concept of gamification that is applied in the learning process of the subject of Renewal of Economic Education Learning. The approach used in this study is a qualitative approach. Subjects in this study are students of class 06PIEE001 FKIP Pamulang University. In this study adopted Marczewski's Gamification Framework concept which consists of 8 questions: 1) what is being gamified; 2) why is it being gamified; 3) who are the users; 4) how is it being gamified; 5) analytics are set up; 6) tested with users; 7) acted on feedback; and 8) released the solution. Based on the results of data analysis and discussion, it can be concluded that 1) the learning process in the course of Renewal of Economic Education Learning can be done with the concept of gamification by combining face-to-face learning in the classroom with online learning learning; 2) student response in learning process with gamification concept mostly interested because it is new for them; 3) there is a nurturant effect for as long as the concept of gamification is applied in the class

Text-Based Video: The Effectiveness of Learning Math in Higher Education Through Videos and Texts

2021 ◽  
Vol 10 (3) ◽  
pp. 55
Author(s):  
Yaron Ghilay
Keyword(s):  
Higher Education ◽  
Blended Learning ◽  
Online Questionnaire ◽  
High Quality ◽  
Face To Face ◽  
Video Clips ◽  
Quality Video ◽  
Face To Face Learning ◽  
Main Components ◽  
High Quality Video

The Text-Based Video (TBV) model is a particular case of the more general Video-Based Learning (VBL) model in which an instructor’s curriculum is fully covered by high-quality videos and texts. The aim of this study is to test the effectiveness of the TBV model by examining and comparing its two main components: Videos and texts. The model is based on the creation of high-quality texts which form the basis for high-quality video clips. It is designed to improve learning in quantitative courses in higher education. The research was based on a sample of students  who enrolled in the course Mathematics for Business Administration at the Neri Bloomfield School of Design and Education, Haifa, Israel that was based on the TBV model. The course was given during the five academic years 2016-2021 using different teaching formats: face-to-face learning, distance learning and blended learning. Learners were asked to answer an online questionnaire that assessed the characteristics and advantages/disadvantages of TBV. The findings show that although students preferred watching videos based on texts over reading those texts alone, students opined that the combination of video and text was by far the most effective instructional method. All results were identical regardless of whether face-to-face, distance or blended learning was used.

scholarly journals The Effect of Use Of Blended Learning OnMotivation To Learn Mathematics With Collaborative Learning Media Whatsapp And ZoomIn Class X Mipa 3 Upt Sma Negeri 1 Parepare

2021 ◽  
Vol 9 (3) ◽  
pp. 219
Author(s):  
Musdalifa Ibrahim
Keyword(s):  
Online Learning ◽  
Blended Learning ◽  
Research Method ◽  
Learning Strategy ◽  
Math Learning ◽  
Face To Face ◽  
Qualitative Descriptive ◽  
Biology Learning ◽  
Face To Face Learning ◽  
Descriptive Method

This study aims to determine whether or not there is an effect of using the blended learning strategy in Math online learning via WhatsApp and zoom. This research method uses a qualitative descriptive method. The data in this study were collected through observation, interviews, and documentation. The results obtained indicate that online learning using the WhatsApp and zoom application with the blended learning strategy during the Covid-19 pandemic can provide more enjoyable learning so as to increase student enthusiasm and activity. The conclusion obtained from this study is that the use of the blended learning strategy affects online math learning via WhatsApp and zoom can be an alternative in online biology learning via Whatsapp in conditions that do not allow face-to-face learning

Implementing and Promoting Blended Learning in Higher Education Institutions

2012 ◽  
pp. 948-965
Author(s):  
Lixun Wang
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Blended Learning ◽  
Higher Education Institutions ◽  
Rapid Development ◽  
Current Trend ◽  
Face To Face ◽  
Peer Editing ◽  
Academic Reading ◽  
Face To Face Learning

With the rapid development of the Internet, blended learning (online learning plus face-to-face learning) has become a model that more and more higher education institutions are intending to adopt. This chapter first compares various forms and expressions of blended learning adopted by different institutions around the world, and then reports on how blended learning has been implemented and promoted in the English Department at the Hong Kong Institute of Education (HKIEd) using a variety of approaches. Here, a number of projects have been carried out over the past seven years, focusing on the conversion of traditional face-to-face modules into partly face-to-face, partly online modules. In addressing these developments, the Blackboard online learning management system, which has been adopted as the main platform for the delivery of blended learning at HKIEd, is first examined. Then the design of a series of subject-specific Web sites to supplement the Blackboard system and facilitate blended learning is introduced. Finally, the implementation of innovative Wikibook projects is illustrated and discussed. Such Wikibook projects, where students are required to work in groups to write an academic textbook collaboratively online, are highly effective in promoting not only autonomous yet collaborative online academic reading and writing, but also online peer editing. This adds a new dimension to blended learning. Feedback from students shows that they greatly enjoyed the experience of collaborative academic writing through the Wikibook projects, and found that the wiki technology made peer editing much more efficient and effective. All the evidence suggests that blended learning has great potential as a vehicle for teaching and learning and is a notable current trend in higher education.

scholarly journals Digital Transformation Trend in Vietnam Higher Education: Blended Learning Model

2020 ◽  
Vol 6 (07) ◽  
Author(s):  
Sang My Tang ◽  
Hung Nguyen Tien
Keyword(s):  
Higher Education ◽  
Blended Learning ◽  
Training Model ◽  
Learning Model ◽  
Learning Activities ◽  
Learning Models ◽  
Face To Face ◽  
Face To Face Learning ◽  
Strategic Goal

In the era of digital technology, higher education in Vietnam should plan strategies for developing a blended learning model, in which, besides improving face-to-face learning activities, investing in online learning activities is a strategic goal not only to expand the learners’s market share but also to transform the training model to use technology for modifying and improving the quality of education. The paper focuses on the study of forms and levels of combined learning models, discussing the situation and solutions for applying blended learning models to higher education institutions in Vietnam.

scholarly journals Integrating Technologies in the New Normal: A Study of Blended Learning

2020 ◽  
Vol 1 (4) ◽  
pp. 183-193
Author(s):  
Rahma Sakina ◽  
Eva Meidi Kulsum ◽  
Aip Syaepul Uyun
Keyword(s):  
Blended Learning ◽  
Teaching And Learning ◽  
New Normal ◽  
Face To Face ◽  
Educational Culture ◽  
Synchronous Learning ◽  
Qualitative Descriptive ◽  
Face To Face Learning ◽  
The Stability ◽  
Teaching Learning

The objective of this research is to describe how the teacher integrates technologies in blended learning and to analyze students’ perception and challenges in blended learning. The research was conducted in a private senior high school in Bandung and used a qualitative descriptive method. The data were collected through interview and questionnaire. The findings show that the teacher had already integrated technologies to run the process of teaching and learning in the new normal era as a replacement of a face to face learning due to Covid-19 pandemic. In the blended learning, the teacher integrated the variety of technologies in teaching-learning activities, namely zoom meeting and WhatsApp group chatting for the synchronous learning and she utilized google classroom, screencast o matic screen recorder, viva video editor, YouTube, and Quizizz the synchronous learning. The students perceived blended learning positively and determined that it is it is one of the effective ways of teaching. The biggest challenge overcome by the teacher is more time needed to learn and adapt to this new situation where they must employ technology in our educational culture. For the students, the stability of internet connection also becomes major obstacle in blended learning. Apart from that, blended learning can be an option applied in the learning process in the current pandemic era.

scholarly journals Pengembangan Pembelajaran Blended Learning Berbasis Website Di Program Studi Pendidikan Biologi Universitas Samudra

2017 ◽  
Vol 6 (3) ◽  
Author(s):  
Ruhama Desy ◽  
Setyoko Setyoko
Keyword(s):  
Higher Education ◽  
Blended Learning ◽  
Information And Communication Technology ◽  
Communication Technology ◽  
Learning Process ◽  
Biology Education ◽  
Study Program ◽  
Face To Face ◽  
Information And Communication ◽  
Face To Face Learning

The development of website based blended learning is aimed to promote change in the acceleration of learning process in higher education which is not bound by space and time, thus will directly improve the quality of learning process in the Study Program of Biology Education of University of Samudra. Utilization of information and communication technology in the development of website based blended learningin higher education combines face to faceand online.Research is functioned as learning mediation between lecturers and students of Study Program of Biology Education of University of Samudra. Research and Development was performed through the model of 4D with stages consisted of Define, Design, Developmentand Disseminatewhich were modified in accordance with the needof researcher. Subjects of experiment were students, lecturers, as well as information and communication technology experts. Instruments of study used were validation sheet and questionnaire. Analysis of qualitative data was done with stages of collecting data, reducing data, presenting data, and drawing conclusion. Result of research based on validation test showed that the validation of media expert was 82.65% with qualification of practical and did not need to be revised, the second validation of teaching expert obtained was 86.25% with qualification of highly practical and did not need to be revisedand validation of respondent by students obtained a value of 90.16% with qualification of highly practical and did not need to be revised. Based on the validation result, the development of website based blended learningis suitable to be used by the students of Biology Education of University of Samudra in learning which combines face to face learning at class and online.

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