Google Classroom as A Tool for Blended Learning

2021 ◽  
Vol 5 (1) ◽  
pp. 1-13
Author(s):  
Ainul Anuar Adam ◽  
◽  
Zulaikha Khairuddin ◽  
Keyword(s):  
Blended Learning ◽  
Undergraduate Students ◽  
Oral Presentation ◽  
Student Teacher ◽  
Education System ◽  
Industrial Revolution ◽  
Education Sector ◽  
Quantitative Approach ◽  
Teacher Interaction ◽  
Students Satisfaction

Technology has moved forward and keep changing and evolved in times. Today, the education sector is introduced with Industrial Revolution 4.0 (IR 4.0), where it would be the latest journey for the education system. This study would like to identify students’ perceptions on usefulness of Google Classroom for Blended Learning, determine students’ perceptions on instruction delivery via Google Classroom for Blended Learning, and investigate students’ satisfaction in learning via Google Classroom for Blended Learning. Quantitative approach was used in this study and there were 100 respondents who participate in this study. They were undergraduate students who were enrolled for ELC590: English for Oral Presentation course. It was found that students thought that using Google Classroom as useful to be implemented in the classroom. At the same time, they mentioned that student-teacher interaction was more interactive, and instructions given by the lecturers were well-delivered. They felt that using Google Classroom should be used more in the future. Thus, Google Classroom should be one of the platforms used by the educators to have better and more engagement with the students when they conduct blended learning or online session.

Blended Learning in Higher Education 4.0

2019 ◽  
pp. 70-84
Author(s):  
Arumugam Raman ◽  
Mohan Rathakrishnan
Keyword(s):  
Higher Education ◽  
Blended Learning ◽  
Education System ◽  
Industrial Revolution ◽  
Assessment Tools ◽  
Learning And Teaching ◽  
Technology Advancement ◽  
The World ◽  
Modern Learning ◽  
Automation Technology

Rapid technology advancement in the Fourth Industrial Revolution (FIR) has undoubtedly posed a great challenge to the education system in higher education institutes and changed every aspect of our lives including education. Higher education institutions across the world are amalgamating technology in modern learning and teaching approaches such as blended learning so that future teachers are equipped with the latest 21st century knowledge for further innovations and creations. This chapter covers definition, design, and implementation of blended learning in higher education. Further it also discusses blended learning models and assessment tools in recent education setting around the world. The education system worldwide has to transform for the imminent FIR as the job market will be largely prompted by the advancement of digital economy, robotics, artificial intelligence, and automation technology.

scholarly journals An Inquiry into Students' Metacognition and Learning Achievement in a Blended Learning Design

2020 ◽  
Vol 15 (21) ◽  
pp. 77
Author(s):  
Nurma Yunita Indriyanti ◽  
Sri Yamtinah ◽  
Dyah Muawiyah
Keyword(s):  
Blended Learning ◽  
Undergraduate Students ◽  
Chemistry Education ◽  
Quantitative Method ◽  
Industrial Revolution ◽  
Environmental Chemistry ◽  
Learning Experience ◽  
Cognitive Achievement ◽  
The Public ◽  
Use Of Technology

The use of technology blurred the borders between classroom learning and online platform as a blended design. This design is appropriately applied in higher education in the fourth industrial revolution era. The study aimed to investigate the progression of undergraduate students' metacognition of blended learning and their achievement in the environmental chemistry course. The study employed a quantitative method. The quantitative method used a quasi-experiment research method. A non-equivalent post-tests group control design was applied. The population was fifty-nine students who enrolled in the environmental chemistry course in the chemistry education department at one of the public universities in Indonesia. Twenty-nine students were randomly selected for experimental class and thirty students in the control class. The experimental class experienced the blended learning environment, while the control class had conventional learning. At the end of the course, both classes measured their metacognition using the Testlet instrument. The Testlet instrument can measure students' cognitive achievement in environmental chemistry courses, also students' metacognition. There is different progress regarding students' metacognition between two groups. However, students' cognitive achievement showed the same trend. This gap is caused by various factors, such as a difference in learning experience and unpreparedness of students in blended learning.

scholarly journals Students’ Satisfaction Using E-Learning as a Supplementary Tool

2021 ◽  
Vol 16 (15) ◽  
pp. 16
Author(s):  
Ai Chin Thoo ◽  
See Pheng Hang ◽  
Yoke Lai Lee ◽  
Liat Choon Tan
Keyword(s):  
General Education ◽  
Undergraduate Students ◽  
Industrial Revolution ◽  
Sampling Technique ◽  
Web Based ◽  
Web Based Learning ◽  
The Social ◽  
E Learning ◽  
Students Satisfaction ◽  
Self Learning

E-learning is useful to help students gaining digital and data literacy during their studies particularly in the era of Industrial Revolution 4.0 (IR 4.0). E-learning which is characterized by time and place flexibility should be utilized as a tool for self-learning. In Universiti Teknologi Malaysia (UTM), e-learning plays an important role as a supplementary tool for effective web-based learning. The purpose of this study is to examine what are the factors that drive students’ satisfaction in e-learning. A total of 194 samples were collected from undergraduate students in UTM using quantitative method. Purposive sampling technique was used to select the respondents. Statistical Package for the Social Sciences (SPSS) was utilized for data analysis. The findings showed that delivery method and con-tent have a positive and significant relationship with satisfaction of using e-learning. However, system operations has no impact on students’ satisfaction in e-learning. In conclusion, the finding of this study is expected to provide an effective teaching model for general education schools.

Administrative Strategies for Designing and Supporting Large-Scale Digital Lecture Recording Environments

2011 ◽  
pp. 48-53
Author(s):  
Lisa A. Stephens
Keyword(s):  
Distance Learning ◽  
Blended Learning ◽  
Real Time ◽  
Student Teacher ◽  
Large Scale ◽  
Digital Recording ◽  
Teacher Interaction ◽  
Post Class ◽  
Administrative Strategies

The advent of blended learning and digital recording options has complicated the challenge of administering technology classrooms. From students’ perspective, “capturing” real-time student/teacher interaction is especially valuable for distance-learning applications or for those in traditionally seated environments as post-class tutorial/review. Survey evidence suggests that students highly value the convenience and flexibility of “anytime/anywhere” instructional access.

scholarly journals Effectiveness of Blended Learning in English Speaking Skill for Undergraduate in 4.0

Radiant ◽  
2021 ◽  
Vol 2 (2) ◽  
pp. 103-120
Author(s):  
Desvita Sari ◽  
Rudy Sofyan ◽  
Ely Hayati Nasution
Keyword(s):  
Blended Learning ◽  
Undergraduate Students ◽  
Industrial Revolution ◽  
Online Questionnaire ◽  
Post Test ◽  
Speaking Skill ◽  
English Speaking ◽  
The Individual ◽  
The University ◽  
Rotation Model

This research deals with the students’ achievement of speaking skills and perception towards Implementing Individual Rotation of blended learning. The writers discuss the effectiveness of blended learning implemented in the pre-test and post-test of English speaking skill achievement of the 2nd semester of English Department students of the University of Sumatera Utara and their perception of it. This research aims to find out how the Individual Rotation Model of blended learning improves students’ English speaking skill achievement using the Learn Social platform and to find out students’ perceptions after implementing blended learning. In conducting this research, the writers apply descriptive with a mixed-method (Creswell & Plano Clark, 2011) analyzing the students’ achievement found in the pre-test and post-test and giving the online questionnaire to assess their perception towards blended learning. The data shows that the student's achievement in the post-test (Mean=87%) was higher than the pre-test (Mean=85%) out of 50 students. According to the data, 90% of the 42 students gave a positive response to blended learning. The result showed Individual Rotation Model improves the English speaking skill achievement especially in the components of speaking skill namely, vocabulary, grammar, and comprehension, and effective to be implemented for undergraduate students in the era of industrial revolution 4.0.

The education system in the era of the fourth industrial revolution: developing skills and thinking for learning

2021 ◽  
Vol 83 (1) ◽  
pp. 44-51
Author(s):  
S. Bespalyy ◽  
◽  
Ye. Ifutina ◽  
Keyword(s):  
Higher Education ◽  
Labor Market ◽  
Education System ◽  
Industrial Revolution ◽  
Digital Technologies ◽  
Professional Activity ◽  
Critical Element ◽  
Higher Education System ◽  
Fourth Industrial Revolution ◽  
The Impact

Computer systems and technologies are changing our society significantly. These changes are interconnected with both social and production spheres. Innovative digital technologies have a huge impact on the labor market and professional activity, contributing to their transfer to the electronic environment. Using digital technologies, modern people set new goals and solve problems with an increasing speed of problem solving, capitalizing on the possibilities of collaborative distributed actions within networks. In this regard, new competencies of specialists are in demand. Purpose: The purpose of this study was to establish the impact of the fourth industrial revolution on the education system and the development of skills and thinking for learning. Methods: When conducting scientific research, economic and statistical methods were used. These methods were also used in comparative analysis, as well as in assessing data and indicators of the higher education system, taking into account the impact of the fourth industrial revolution. The analytical method was used to consider the characteristics and factors influencing the development of skills and thinking for learning in modern conditions. The abstract-logical method is used to identify problems affecting the development of the labor market under the influence of digital technologies. Results and their value: The result of the study is that conclusions are drawn about the upcoming changes. Automation and digitalization are likely to lead to significant unemployment in most countries, so adaptation innovation policies are needed to help offset unemployment due to digitalization. Governments need to invest heavily in higher education as an economic development tool for their citizens. Lifelong learning should be identified as a critical element of success in the era of the fourth industrial revolution. Curricula should develop digital skills and address workforce disruptions due to automation.

Video-Based Instruction: Issues of Effectiveness, Interaction, and Learner Control

1992 ◽  
Vol 21 (1) ◽  
pp. 45-50 ◽  
Author(s):  
John Barnard
Keyword(s):  
Student Teacher ◽  
Learner Control ◽  
Future Research ◽  
Teacher Interaction ◽  
Broadcast Television ◽  
New Methods ◽  
Based Instruction

Decades of research has shown that television, as a medium for delivering instruction, is at least as effective as classroom lecture. Although many educators have expressed concern over the quality and frequency of student/teacher interaction available through televised courses, studies indicate that different learners may have distinct needs for varying types of interaction. As the use of videocassette recorders has become widespread possibilities have increased for new methods of video-based instruction. The increasing use of videocassettes for delivery of instruction has also raised questions for possible future research on how student use of this medium differs from broadcast television or live classroom lecture.

scholarly journals MOTIVASI, KOMITMEN ORGANISASIONAL DAN KEPUASAN KERJA KARYAWAN DI WAROENG SPESIAL SAMBAL, JATINANGOR

2019 ◽  
Vol 10 (1) ◽  
pp. 29-42
Author(s):  
Sir Kalifatullah Ermaya ◽  
Siti Mujdalipah
Keyword(s):  
Job Satisfaction ◽  
Organizational Commitment ◽  
Employee Satisfaction ◽  
Industrial Revolution ◽  
Service Industry ◽  
Food Service ◽  
Quantitative Approach

The food service industry has received many challenges in the current era of disruption of the industrial revolution 4.0. Given the urgency of increasing the Motivation and Organizational Commitment in one of the restaurants in Jatinangor, the title of this study is "Motivation, Organizational Commitment and Job Satisfaction in Waroeng Spesial Sambal, Jatinangor". This research belongs to the category of associative causal research using a quantitative approach. The results showed: 1. Motivation partially has a significant effect on the Employee Satisfaction variable; 2. Organizational Commitment partially has no effect and isn’t significant on the Employee Satisfaction variable; 3. Motivation and Organizational Commitment simultaneously have a positive and significant effect on the Employee Satisfaction variable.

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