A Study on Learners’ Readiness and Perceptions of the Implementation of Blended Learning in UiTM Kedah

2019 ◽  
Vol 3 (2) ◽  
pp. 41
Author(s):  
Robekhah Harun ◽  
Zetty Harisha Harun ◽  
Laura Christ Dass
Keyword(s):  
Blended Learning ◽  
Successful Implementation ◽  
Learning Approaches ◽  
Learner Readiness ◽  
Learning And Teaching ◽  
Face To Face ◽  
Online Assessments ◽  
Research Findings ◽  
On Line ◽  
Learning Institutions

The increase in student enrolment and the need  to cater to students of diverse backgrounds have led to the adoption of blended learning in many higher learning institutions. Blended learning, which allows both face to face interaction and on-line delivery, has been adopted into many curricula. One such institution is University Technology MARA which is slowly introducing features of blended learning in its course syllabus beginning with practice to online assessments. However, to ensure successful implementation of blended learning as part of the curricula, there are several aspects for consideration such as learner and teacher readiness for blended learning. This paper examines issues regarding the use of blended learning as a delivery method at UiTM Kedah . The discussion in this paper focuses on learner’ readiness and perceptions of the blended learning environment. The data collected for this study are responses from learners to a questionnaire survey. The research findings form the basis for recommendations for the development of learning and teaching practices using blended learning approaches to enhance learners' learning experiences.  

From Ubiquitous to Ubiquitous Blended Learning Environments

2020 ◽  
pp. 215-232 ◽  
Author(s):  
Alev Ateş-Çobanoğlu
Keyword(s):  
Blended Learning ◽  
Online Courses ◽  
Ubiquitous Learning ◽  
Learning And Teaching ◽  
Face To Face ◽  
Information And Communication ◽  
On Line ◽  
Face To Face Learning ◽  
On Line Learning ◽  
Seat Time

As advances in information and communication technology increasingly transform learning and teaching; blended learning and ubiquitous learning concepts have gained attention and become pervasive in 21st century. With the help of recent advances in mobile learning, wireless networks, RFID tags, a new model of blended learning—ubiquitous blended learning—that takes advantage of increasing ubiquity of online devices in online phase of blended learning is considered to gain attention in designing online courses. In this chapter, the author presents a picture of ubiquitous and blended learning studies while focusing on the results of ubiquitous learning and suggesting a rationale for such designs. The author defines ubiquitous blended learning as an instructional design approach that integrates ubiquitous technologies involved on-line and/or virtual learning with face-to-face learning by decreasing seat-time in class and increasing outdoor learning activities to facilitate learning from not just the teacher but from peer to peer and on-line learning communities as well.

A Qualitative Analysis of Factors Affecting the Successful Completion of Postgraduate Studies

2021 ◽  
Vol 12 (3) ◽  
pp. 152-161
Author(s):  
Abdul Munir Ismail Et.al
Keyword(s):  
Interpersonal Relationships ◽  
Relevant Information ◽  
Learning Approaches ◽  
Successful Completion ◽  
Structured Interviews ◽  
Postgraduate Students ◽  
Factors Affecting ◽  
Face To Face ◽  
Postgraduate Studies ◽  
Research Findings

The study aims to highlight the current learning approaches used by postgraduate students to complete their postgraduate studies on time, as studies have shown many students have failed to finish their studies as planned. In particular, this study focuses on factors and methods that are perceived to be most effective by students to help them complete their studies on time.  Methodology: Thisstudy was based on a qualitative approach involving semi-structured interviews. The study sample consisted of 14 postgraduate students and one lecturers as respondents. The research instrument was based on interview questions to elicit relevant information on their demography and learning practices. Data were collected and organized into four themes and were subsequently analyzed descriptively.     Findings: The findings showed that face-to-face discussions were the most popular practice adopted by the respondents. The findings also showed several factors had significant impacts on student learning, such as interpersonal relationships between students and supervisors, commitment, financial commitment, and moral support, which needs to be taken into account in helping students to complete on time.     Significance: The research findings can inform all the stakeholders, notably students, supervisors, and administrative officers, factors that have profound impacts on postgraduate students’ efforts to graduate on time.

scholarly journals Design and evaluation of two blended learning approaches: Lessons learned

2011 ◽  
Vol 27 (8) ◽  
Author(s):  
Wing Sum Cheung ◽  
Khe Foon Hew
Keyword(s):  
Blended Learning ◽  
Teaching And Learning ◽  
Theoretical Foundation ◽  
Graduate Programs ◽  
Lessons Learned ◽  
University Teaching ◽  
Learning Approach ◽  
Learning Approaches ◽  
Communication Tool ◽  
Face To Face

<span>In this paper, we share two blended learning approaches used at the National Institute of Education in Singapore. We have been using these two approaches in the last twelve years in many courses ranging from the diploma to graduate programs. For the first blended learning approach, we integrated one asynchronous communication tool with face to face tutorials, classroom discussions, and a reflection session. For the second blended learning approach, we integrated two asynchronous tools with face to face tutorials in a course. We discuss the theoretical foundation of the two blended learning approaches. In addition, we share insights from these two blended learning approaches, based on the students' data (online postings, questionnaires, reflection logs, and interviews), as well as our own reflections. Finally, we describe and discuss several important lessons learned that could inform the design of future instructional strategies in implementing blended learning in university teaching and learning settings.</span>

Perspectives on Blended Open Distance Education Learning and Teaching in a South African Context

2010 ◽  
pp. 20-49
Author(s):  
Shawren Singh ◽  
Hsuan Lorraine Liang
Keyword(s):  
South Africa ◽  
Distance Education ◽  
Blended Learning ◽  
South African ◽  
Tertiary Education ◽  
Learning Approaches ◽  
Learning And Teaching ◽  
Advantages And Disadvantages ◽  
African Context ◽  
The University

In this chapter, we will discuss the blended learning approach that has been adopted by the University of South Africa (an open and distance learning tertiary education institute). We will discuss our perspectives on using these blended learning approaches and tools in order to facilitate our teaching. We will then provide a comparison on the advantages and disadvantages of some of the blended approaches we have used. We will also discuss the future trends of the use of blended approaches in the context of open distance education and learning. Lastly, we will conclude this chapter by providing our perspectives on the blended learning and teaching approaches adopted by the University of South Africa.

scholarly journals Implementing and Evaluating a Blended Learning Format in the Communication Internship Course

10.28945/2299 ◽  
2015 ◽  
Vol 14 ◽  
pp. 217-235
Author(s):  
Christina M Smith
Keyword(s):  
Blended Learning ◽  
Student Satisfaction ◽  
Sense Of Community ◽  
Student Interaction ◽  
Learning Approaches ◽  
Course Structure ◽  
Face To Face ◽  
Design And Implementation ◽  
Pedagogical Design ◽  
High Level

The use of blended learning is well suited for classes that involve a high level of experiential inquiry such as internship courses. These courses allow students to combine applied, face-to-face fieldwork activities with a reflective academic component delivered online. Therefore, the purpose of this article is to describe the pedagogical design and implementation of a pilot blended learning format internship course. After implementation, the pilot class was assessed. Results of the survey and focus group revealed high levels of student satisfaction in the areas of course structure, faculty-student interaction, and application of theory to the “real-world” experience undertaken by students during the internship. Lower levels of satisfaction with the course’s academic rigor and a sense of community were also reported. Notably, students with experience in blended learning expressed lower levels of overall satisfaction, but reported higher levels of satisfaction with the course’s rigor and sense of community. The paper concludes by offering implications for instructors seeking to implement blended learning approaches.

MODEL BLENDED LEARNING UNTUK MATA KULIAH INTRODUCTION TO LINGUISTICS PADA PRODI PENDIDIKAN BAHASA INGGRIS STKIP PGRI SUMBAR

2017 ◽  
Vol 11 (3) ◽  
pp. 177
Author(s):  
Yendra Yendra ◽  
Willy Satria ◽  
Wahyudi Rahmat
Keyword(s):  
Research And Development ◽  
Blended Learning ◽  
Learning Model ◽  
Learning Method ◽  
Model Design ◽  
Face To Face ◽  
Information Center ◽  
E Learning ◽  
On Line ◽  
Face To Face Learning

<p><strong> </strong></p><p align="center"><strong><em>Abstract</em></strong></p><p>               <em>The development of technology, especially information technology (internet), gradually unintentionally gives influence to education either directly or indirectly. The influence is clearly visible one of them to the method of learning. Learning methods that used to be done only face-to-face in the classroom and make the educator as a center of information (conventional) gradually begin to change towards learning that is also on-line based on the internet as an information center (E-Learning internet based). In STKIP PGRI Sumatera Barat E-Learning internet based learning method itself has been introduced and implemented since 2014, but has not been maximally optimized. This is because the method does not have a standard in its implementation, and also conventional face-to-face learning method can not be abandoned completely, hence there is overlap between the two. Accordingly, this study developed a model of learning that combines the concept of conventional learning with the concept of E-Learning internet based called Blended Learning. Blended Learning model is expected to be a solution to the above problems, so that the learning process can be implemented effectively. This research is research and development research (R &amp; D) with the outcome is a product that is learning model design</em>.</p><p align="center"><em> </em></p><p align="center"><strong><em>Abstrak</em></strong></p><p><em>Berkembangnya teknologi khususnya teknologi informasi (internet), berangsur angsur tanpa disadari memberikan pengaruh terhadap pendidikan baik secara langsung maupun tidak langsung. Pengaruh tersebut terlihat jelas salah satunya terhadap metode pembelajaran. Metode pembelajaran yang dulunya dilakukan hanya secara tatap muka di dalam kelas dan menjadikan pendidik sebagai pusat informasi (konvensional) berangsur mulai berubah ke arah pembelajaran yang juga bersifat on-line yang berbasis kepada internet sebagai pusat informasi (E-Learning internet based). Di STKIP PGRI Sumatera Barat metode pembelajaran E-Learning internet based sendiri sudah diperkenalkan dan diterapkan sejak tahun 2014, tetapi belum telaksana secara maksimal. Hal ini disebabkan karena metode tersebut belum memiliki standar baku dalam pelaksanaannya, dan juga metode pembelajaran tatap muka secara konvensional belum bisa ditinggalkan secara utuh, karenanya terjadi tumpang tindih antara keduanya. Sehubungan dengan itu, pada penelitian ini dikembangkan sebuah model pembelajaran yang menggabungkan konsep pembelajaran konvensional dengan konsep E-Learning internet based yang disebut dengan Blended Learning. Model pembelajaran Blended Learning ini nantinya diharapkan dapat menjadi solusi atas permasalahan tersebut di atas, sehingga proses pembelajaran dapat terlaksana secara efektif. Penelitian ini adalah penelitian riset dan pengembangan (Research and Development/RnD) dengan luarannya adalah sebuah produk yaitu desain model pembelajaran. </em></p><p> </p>

Asynchronous Online Role-Plays Using a Blended Learning Design

2010 ◽  
pp. 53-71
Author(s):  
Belinda Johnson ◽  
Kathy Douglas
Keyword(s):  
Blended Learning ◽  
Role Play ◽  
Theory And Practice ◽  
University Education ◽  
Learning Approach ◽  
Learning And Teaching ◽  
Face To Face ◽  
Reflexive Practice ◽  
Face To Face Learning ◽  
Design Options

The use of online role-plays has grown in university education as an increasing number of teachers in a variety of discipline areas utilise role-play simulations in the online environment. The focus of this chapter is on design options for asynchronous online role-plays that may assist students to integrate theory and practice and develop skills in reflexive practice. The design options discussed in this chapter adopt a “blended” learning approach where online learning is used to complement face-to-face learning. Five models of online role-plays are discussed and various learning and teaching strategies canvassed to assist those teaching in the human services area to adopt and adapt these design options to meet their curriculum objectives.

scholarly journals The Use of Blended Learning Approach In EFL Education

2019 ◽  
Vol 8 (5C) ◽  
pp. 1165-1168
Keyword(s):  
Blended Learning ◽  
Language Learning ◽  
Teaching And Learning ◽  
Learning Approach ◽  
Learning Approaches ◽  
Information Communication ◽  
Face To Face ◽  
Component Integration ◽  
Learning Platform ◽  
Traditional Language

The 21ST century education is a revolution that encounters the use of ICT (Information Communication Technology) as a component tool of education aligned with the contexts of teaching and learning. It is widely used in every surface of education particularly in teaching and learning EFL (English as a Foreign Language). When it comes to EFL education, traditional language teaching methodologies are intensively substituted with the new technological-integrated approaches. Currently, blended learning is used as an applicable approach and EFL education is surrounded by its features. It has really restructured the educational context and has paved the way for effective EFL practices. In fact, blended learning cooperates EFL educators a variety of interactive language activities while it is double component, integration of face-to-face education and technology-generated approaches. Therefore, this article investigates the use of blended learning approach in EFL education and undertakes an in-depth review of literatures, practices, and authentic enhancements of blended learning in the context of EFL education. The study enriches creative ideas toward the use of blended learning approaches in EFL classrooms. It indicates that blended learning approach provides a flexible language learning platform, endorse academic achievements of the learners, and influences EFL education.

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.

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