scholarly journals Challenges in English Writing within Blended Learning Environment

2021 ◽  
Vol 6 (1) ◽  
pp. 1
Author(s):  
Lilia Indriani ◽  
Widya Ratna Kusumaningrum ◽  
Rolisda Yosintha
Keyword(s):  
Learning Environment ◽  
Blended Learning ◽  
English Writing

scholarly journals The Use of Google Classroom Application in a Blended Learning Environment

2021 ◽  
Vol 1752 (1) ◽  
pp. 012066
Author(s):  
Jamiludin ◽  
Darnawati ◽  
W A S Uke ◽  
Salim
Keyword(s):  
Learning Environment ◽  
Blended Learning

Making the Connection in a Blended Learning Environment

2004 ◽  
Vol 41 (3) ◽  
pp. 245-252 ◽  
Author(s):  
Liz Aspden ◽  
Paul Helm
Keyword(s):  
Learning Environment ◽  
Blended Learning

scholarly journals How to Provide Feedback to Students' Learning – Assignment and Feedback Concept in the Blended Learning Environment pharma2

2006 ◽  
Vol 60 (1) ◽  
pp. 66-69
Author(s):  
Christina Weber ◽  
Alexander Vögtli ◽  
Adrian Ensner ◽  
Anna-Barbara Utelli
Keyword(s):  
Learning Environment ◽  
Blended Learning

BLENDED LEARNING ENVIRONMENT: AN APPROACH TO ENHANCE STUDENTS’S LEARNING EXPERIENCES OUTSIDE SCHOOL (LEOS)

2021 ◽  
pp. 121-134
Author(s):  
Sandhya Devi Coll ◽  
David Treagust
Keyword(s):  
New Zealand ◽  
Learning Environment ◽  
Blended Learning ◽  
Science Curriculum ◽  
Learning Experiences ◽  
Field Trips ◽  
Student Experiences ◽  
Construction Of Knowledge ◽  
Life Long Learning ◽  
Collaboration And Communication

This paper reports on blended learning environment approach to help enhance students’ learning out comes in science during Learning Experiences Outside School (LEOS). This inquiry took the nature of an ethnographic case study (Lincoln & Guba 1985; Merriam, 1988), and sought to establish ways of enhancing students’ LEOS. The context of the inquiry was a private rural religious secondary school in New Zealand. The New Zealand Science Curriculum is based on a constructivist-based view of learning which provides opportunities for a number of possible learning experiences for science, including LEOS, to enrich student experiences, motivate them to learn science, encourage life-long learning, and provide exposure to future careers (Hofstein & Rosenfeld,1996; Tal, 2012). However, to make the most of these learning experiences outside the school, it is important that adequate preparation is done, before, during and after these visits. Sadly, the last two decades of research suggest that activities outside school such as field trips have not necessarily been used as a means to improveschool-basedlearning (Rennie & McClafferty, 1996). This inquiry utilised an integrated online learning model, using Moodle, as a means to increase student collaboration and communication where students become self-directed, negotiate their own goals, express meaningful ideas and display a strong sense of collective ownership (Scanlon, Jones & Waycott, 2005; Willett, 2007). The digital space provided by Moodle allows students significant autonomy which encourages social interactions and this promotes learning and social construction of knowledge (Brown, Collins, & Duguid, 1989; Lewin, 2004).

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