scholarly journals BLENDED LEARNING MODEL IN TEACHING MEDIA LITERACY

2021 ◽  
Vol 2021 (1) ◽  
pp. 49-56
Author(s):  
Darina Dvornichenko ◽  
Vadym Barskyy
Keyword(s):  
Blended Learning ◽  
Media Literacy ◽  
Formal Education ◽  
Learning Model ◽  
Literacy Skills ◽  
Online Course ◽  
Ubiquitous Learning ◽  
Self Assessment ◽  
Face To Face ◽  
Post Test

This article offers insights into the practices of a blended learning course devoted to media literacy. The present study focuses on correlation of such terms as “blended learning”, “hybrid learning”, “ubiquitous learning”. Special attention is also paid to the studying of benefits and drawbacks of Massive Open Online Courses (MOOCs). The case under investigation is the MOOC “Very Verified: Online Course on Media Literacy” developed by International Research & Exchanges Board (IREX) and EdEra in 2019. Data were collected via pre-test and post-test instruments of assessment with the aim of deriving an understanding of progress made by students, as well as analysing the fluctuations in students’ self-assessment of their own media literacy skills. The study also examined quantitative data to determine how many learners completed the course and how useful it was for them. By comparing the data from students who completed the online course combined with face-to-face sessions and those who completed the online course without attending face-to-face sessions, the research examined the benefits of blended learning model. It was found that the Psychology - Medicine - Education Science and Education, 2021, Issue 1 50 blended learning model turned out to be more effective in comparison with the ubiquitous learning model despite the uniformity of learning content. The findings and analysis offer several insights of blended-learning model and its application in formal and non-formal education.

scholarly journals The Effectiveness of Blended Learning in Improving Media Literacy on Different Self-Regulated Learning

2019 ◽  
Vol 5 (3) ◽  
pp. 277
Author(s):  
Muhammad Rais ◽  
Ratnawati Fadillah ◽  
Andi Alamsyah Rivai
Keyword(s):  
Blended Learning ◽  
Learning Strategies ◽  
Media Literacy ◽  
Literacy Skills ◽  
Average Score ◽  
Research Subjects ◽  
Face To Face ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Face To Face Learning

The purpose of this study was to examine the effectiveness of learning strategies of blended and self-regulated learning and the effect of the interaction between them on media literacy skills. This study used a quasi-experimental design with a 2x2 factorial design. The research subjects consisted of 85 people (41 in control groups and 44 in experimental groups). Data were analyzed using two-way ANOVA. The results showed that (1) there were differences in media literacy abilities between groups of students who were taught using blended learning strategies and groups of students who were taught using face to face learning strategies (F = 26,034; p = 0,000), (2) there were differences in media literacy abilities between groups of students who have high self-regulated learning and low self-regulated learning, (F = 7,446; p = 0.008), and (3) there was no interaction between learning methods and self-regulated learning (high and low) on literacy skills Student media (F = 0.238; p = 0.627). Descriptive statistical results indicated that the use of blended learning strategies has a better effect with an average score of 37.66 compared to face-to-face learning strategies that have a relatively smaller average score of 34.02.

scholarly journals A EFEKTIVITAS MODEL BLENDED LEARNING DALAM MENINGKATKAN HAFALAN HADIS PESERTA DIDIK DI SDIT MUTIARA CENDEKIA LUBUKLINGGAU

2021 ◽  
Vol 2 (2) ◽  
pp. 156-173
Author(s):  
PENI NURSYAMSIAH
Keyword(s):  
Blended Learning ◽  
Learning Model ◽  
Mean Value ◽  
Control Groups ◽  
Face To Face ◽  
Significant Difference ◽  
Post Test ◽  
The Mean ◽  
And Control

ABSTRACT Hadith memorization is one aspect that needs to be improved. However, during the Covid-19 pandemic, the quality of students' memorization of hadith experienced a decline. The blended learning model is the learning alternative chosen by SDIT Mutiara Cendekia Lubuklinggau. The blended learning model is a combination of face-to-face and online learning models. This study used a paired sample T-test. The mean value of the pre-test and post-test between the experimental and control groups was 40.48 with a standard deviation of 10.607. The significance value received is 0.000, it is said that Ha is accepted and Ho is rejected, which means that there is a significant difference between the two.  

scholarly journals Blended CEFR in Enhancing Vocabulary among Low Proficiency Students

2019 ◽  
Author(s):  
Prisla Devi Krishnan ◽  
Melor Md Yunus
Keyword(s):  
Blended Learning ◽  
Language Proficiency ◽  
Digital Literacy ◽  
English Language ◽  
Vocabulary Acquisition ◽  
Vocabulary Knowledge ◽  
Face To Face ◽  
Post Test ◽  
Malaysian Students ◽  
Education Transformation

Emphasis on English language proficiency and digital literacy among Malaysian students in schools have been given utmost priority in the Malaysian Education Transformation (2013 – 2025). With the introduction of Common European Framework of Reference (CEFR), (Council of Europe, 2001) the emphasize for low proficient students to acquire vocabulary knowledge is crucial for them to move progressively into the next band as stated in the CEFR global scales. Yet, concerns arises as how the implementation of (CEFR) will impact the low proficient students with almost none to limited vocabulary acquisition. This poses an extremely high risk of these students being left far behind as English is a second language to most students. Thus, the aim of this study is to use blended learning to expand the vocabulary acquisition among low proficient students and enable them to move progressively in the CEFR band. The mixed method study employed questionnaires, face to face interviews, pre and post test and observations to collect data from 20 low proficient students aged 14 from a semi urban secondary school. Data collected were analyzed quantitatively and qualitatively. The study found that using blended learning not only enhances low proficient students vocabulary count in CEFR English but it also promotes autonomous learning and understanding of sentence structures. Hence, the use of blended learning proves to be a crucial alternative for low proficient students to enhance their vocabulary knowledge and understanding of sentence structures through digital literacy that is capable of motivating and challenging them to achieve their highest potential.

scholarly journals Conceptualising a visual representation model for MOOC-based blended learning designs

2019 ◽  
pp. 1-26 ◽  
Author(s):  
Laia Albó ◽  
Davinia Hernández-Leo
Keyword(s):  
Blended Learning ◽  
Visual Learning ◽  
Online Course ◽  
Learning Design ◽  
Design Elements ◽  
Face To Face ◽  
Massive Open Online Course ◽  
Design Representation ◽  
Representation Model ◽  
Fostering Reflection

This article reports on a study about how massive open online course (MOOC)-based blended learning designs can be visually represented to facilitate their comprehension and sharing. We carried out an iterative co-creation process with different stakeholders to conceptualise a visual learning design representation model within the context of blending MOOCs with face-to-face courses. The data analysed was derived from questionnaires and the generated representations. Results indicate that the representation enabled educators to easily visualise the overall structure of the learning designs and the relationships between the different design elements, providing a context for fostering reflection and decision-making during the planning of MOOC-based blended learning designs.

Blending Face-to-Face and Technology

2014 ◽  
pp. 105-119 ◽  
Author(s):  
Philip G. Pulley
Keyword(s):  
Educational Technology ◽  
Blended Learning ◽  
Universal Design ◽  
Teaching Method ◽  
Learning Model ◽  
Flipped Learning ◽  
Face To Face ◽  
History Of ◽  
Flipped Classrooms ◽  
Traditional Homework

Flipped or inverted learning is a type of blended learning that involves the use of educational technology to switch or flip what is traditionally done in the classroom with what is done as homework. With the flipped model, lectures are often recorded for students to watch at home while traditional homework, or projects that involve application, are done in the classroom with the teacher available as a guide and resource. Like any new teaching method, with the flipped learning model there is a need for the instructor to evaluate its use and determine whether changes will be required with each implementation. In this chapter, an overview of the history of the flipped model is presented. In addition, an outline of methods like universal design that can be implemented for learning in flipped classrooms is provided.

scholarly journals Applying Blended Learning Approach to Teaching English to Master's Students

2019 ◽  
Vol 69 ◽  
pp. 00061
Author(s):  
Anna Kirillova ◽  
Evgeniya Koss ◽  
Inna Usatova
Keyword(s):  
Blended Learning ◽  
Oral Communication ◽  
Learning Model ◽  
Educational Process ◽  
Learning Approach ◽  
State University ◽  
Teaching English ◽  
Master's Students ◽  
Face To Face ◽  
Face To Face Learning

The article focuses on the teaching English to Master's students using blended learning approach. To meet the demand of professional standards teachers at Togliatti State University are to form foreign language communicative competence having just a few academic hours for oral communication. The suggested Project-Based Blended Learning Model is considered to be a solution to this problem. This Model consists of four basic elements: face-to-face learning, a Web 2.0 application LearningApps, MOOC Coursera and Reading Science. The way to implement the Model into educational process is shown. The paper is based on the own unique survey that yields some interesting results which prove the effectiveness of this Blended Learning Model. It gives the opportunity to create the environment for providing a learning pathway and the learning process control.

scholarly journals Effectiveness, Efficiency and Instruction Appeal of Blended Learning Model

2020 ◽  
Vol 16 (04) ◽  
pp. 91
Author(s):  
Wasis Djoko Dwiyogo ◽  
Carolina Ligya Radjah
Keyword(s):  
Blended Learning ◽  
Learning Model ◽  
Smart Phones ◽  
Face To Face ◽  
Quasi Experimental ◽  
It Usage ◽  
Based Instruction ◽  
High Level ◽  
Audio Video ◽  
Level Of Agreement

<p class="0abstractCxSpFirst">The practice of learning, to acquire success, has so far been measured by the level of effectiveness with a percentage range from 0% to 100% and converted into values E to A. While in the science of knowledge, learning outcome is measured by effectiveness, efficiency, and attractiveness. Dwiyogo's research [1][2] and 2015 developed a tuition design model that combines face-to-face schooling using offline resources (print, audio, video, computer) and online knowledge training (internet and smart phones) known as Blended Learning-Based Instruction Design Models. Numerous studies have been conducted to test the potency, capability, and fascination of learning. However, the objectives of this study with respect to Dwiyogo’s model are: (1) examining experts on it usage, (2) applying the model in courses, and (3) testing the productivity, and capability.</p><p class="0abstractCxSpLast">This research makes use of the survey and quasi-experimental design methods. The data consists of a total of 3 experts, 113 students, and 6 teachers with result showing that the blended learning model using eight items produced huge output (= 4.750, SD = 0.361). Based on the components of the expert test, it can be concluded that the learning model developed is appropriate and can be implemented. Student opinion with respect to this model showed a high level of agreement (= 3.415, SD = 0.536). This shows that students who applied blended learning based instruction models responded positively to its implementation. Therefore, this technique can enhance knowledge thereby, making the act of efficient, effective, and instruction appeal.</p>

scholarly journals Blended Learning Models to Improve Student Learning Outcomes During the Covid-19 Pandemic

2021 ◽  
pp. 228-239
Author(s):  
Ayuda Nia Agustina
Keyword(s):  
Blended Learning ◽  
Student Learning ◽  
Learning Outcomes ◽  
Student Learning Outcomes ◽  
Learning Model ◽  
Mean Value ◽  
Wilcoxon Test ◽  
Level Ii ◽  
Post Test ◽  
Test Result

The COVID-19 pandemic has affected various aspects of life, one of which is education. Direct face-to-face contact needs to be reduced to prevent transmission of COVID-19, while educational institutions must continue to organize learning courses. This study identifies the effect of the blended learning model on learning outcomes of level II students in child-nursing courses during the COVID-19 pandemic. This study used a pre-experiment, one-group pre-test post-test, the sample was selected using the cluster random sampling method involving 105 students of level II of the Fatmawati Academy of Nursing. Data were analyzed using SPSS-24 software with the Wilcoxon test. The instrument used was a written test consisting of a pre-test and a post-test, a child-nursing procedure skills test. The results showed pre-test mean value is 74.74 and post-test mean value is 80,133. From these results, it can be concluded that there is the use of the blended learning model improved the learning outcomes of child nursing in Fatmawati Nursing Academy students during the COVID-19 pandemic. This can be seen from the average post-test result value, which is higher than the pre-test result value (p = 0.000).   Keywords: Blended learning, COVID-19, student learning outcomes, pandemic, learning

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