Motivation and Satisfaction Level of Graduate Student: The Blended Learning with Peer Tutor (BL-PT) Model in New Normal Era

2021 ◽  
Vol 7 (1) ◽  
Author(s):  
Nurfina Aznam ◽  
Jumadi Jumadi ◽  
Heru Nurcahyo ◽  
Yusman Wiyatmo ◽  
Riki Perdana
Keyword(s):  
Higher Education ◽  
Graduate Students ◽  
Blended Learning ◽  
Learning Model ◽  
Service Satisfaction ◽  
Satisfaction Level ◽  
New Normal ◽  
Peer Tutor ◽  
Normal Period ◽  
Significant Difference

In higher Education, Graduate Students have a special characteristic of the learning process. Especially in the new normal era, Higher Education needs the best learning model that fits and comfortable for graduate students. This study aims to examine the effectiveness of Blended Learning with Peer Tutor (BL-PT) for graduate students in the new normal era, especially on the aspect of motivation and service satisfaction. It is descriptive quantitative research with the random sampling technique. In addition, this study also examined whether the level of satisfaction had an effect on student motivation in learning in the new normal period. There were 43 Graduate Students from Graduate School Program, Yogyakarta State University as participants in this study. The technique of data analyses was used comparative-descriptive and paired sample t-test using SPSS 24. The study reveals: (1) The BL-PT model has a positive impact on students motivation and service satisfaction of Higher Education; (2) there is not a significant difference in students motivation of male and female graduate students; (3) there is no significant difference of students service satisfaction level after learning with BL-PT. Learning with the BL-PT model can be an alternative for policymakers, Higher education Institution, and lecture to solve the learning model that fit and comfortable with graduate students in the New Normal Era

scholarly journals The Effect of Problem-Based Learning Model and Blended Learning Model to Metacognitive Awareness as a Reflection Towards a New Normal Era

2020 ◽  
Vol 26 (2) ◽  
pp. 183-188
Author(s):  
Kris Yuan ◽  
Aftoni Aftoni ◽  
Ömer Çobanoğlu
Keyword(s):  
Blended Learning ◽  
Learning Outcomes ◽  
Problem Based Learning ◽  
Learning Model ◽  
Metacognitive Awareness ◽  
Cognitive Domain ◽  
Vocational High School ◽  
New Normal ◽  
Technical Drawing ◽  
Significant Difference

This study aimed to determine differences in the level of metacognitive awareness and learning outcomes of students who learn through problem-based learning model-assisted blended learning on technical drawing material as a reflection towards new normal era education. This study used a test instrument and metacognitive questionnaire with the results of a validity level of 92.58% and the Alpha Cronbach reliability coefficient was categorized as high with a score of 0.876. The research sample was carried out at the state of vocational high school in two classes. Experimental classes learned with a problem-based model were aided by blended learning and a control class learned through a problem-based model. The results showed a significant difference in cognitive domain learning outcomes in the experimental class and metacognitive awareness of students in the two research classes so that this learning model could be used as a reflection in the learning activities of the new normal era.

Constructivist Internet-Blended Learning and Resiliency in Higher Education

2018 ◽  
pp. 1087-1101
Author(s):  
Jennifer L. Penland
Keyword(s):  
Higher Education ◽  
Distance Education ◽  
Graduate Students ◽  
Blended Learning ◽  
Higher Education Institutions ◽  
Meaningful Learning ◽  
Flexible Schedules ◽  
The Impact ◽  
Education Courses

This chapter focuses on the changes that have occurred recently in the distance education arena and the impact on higher education institutions focusing on undergraduate and graduate students taking these courses. Data were gathered from 164 individual participants enrolled in education courses at Shepherd University during the spring 2013, fall 2013 and spring 2014 semesters from end of course surveys with ten questions focusing on the following areas: when students learn, why students learn and how students learn. Findings suggested; (1) increased enrollment in distance education courses, (2) courses allow for flexible schedules (3) better communication with instructor and (4) more meaningful learning overall for students.

scholarly journals ADAPTASI PEMBELAJARAN SOSIOLOGI SECARA BLENDED LEARNING DALAM MENGHADAPI MASA NEW NORMAL

2020 ◽  
Vol 34 (2) ◽  
pp. 81-92
Author(s):  
Ernawati ◽  
Wilodati
Keyword(s):  
Blended Learning ◽  
Digital Learning ◽  
Education Policies ◽  
New Normal ◽  
Face To Face ◽  
Normal Period ◽  
The World ◽  
Teachers And Students ◽  
The Face ◽  
Green Zone

Kondisi pandemi, yang sedang melanda dunia termasuk Indonesia saat ini, mengakibatkan interaksi tatap muka di kelas antara guru dan peserta didik tidak mungkin untuk dilakukan. Oleh karena itu pembelajaran digital menjadi alternatif yang penting untuk mengganti tatap muka di kelas. Namun dalam realitas sesungguhnya, banyak persoalan ketidaksiapan yang ditemukan untuk melaksanakan pembelajaran digital baik terkait dengan sarana prasarana maupun peserta didik. Salah satu cara yang paling memungkinkan untuk mengatasi hal tersebut adalah melalui adaptasi pembelajaran secara blended learning dalam menghadapi masa new normal terutama dalam pembelajaran sosiologi. Tujuan pokok penelitian ini adalah untuk mengetahui adaptasi pembelajaran sosiologi secara blended learning dan kebijakan pendidikan Indonesia dalam mencegah Covid-19. Metode yang digunakan dalam penelitian ini menggunakan kajian literatur kepustakaan di mana peneliti menganalisis berbagai penelitian yang relevan dengan adaptasi pembelajaran sosiologi. Penyajian data dilakukan dengan teknik deskriptif yaitu menggambarkan adaptasi pembelajaran secara blended learning yang terjadi dalam menghadapi masa new normal. Hasil penelitian menunjukkan bahwa adaptasi pembelajaran sosiologi secara blended learning dalam menghadapi masa new normal dilakukan dengan 3 mode (1) Dalam jaringan (daring) sosiologi, (2) Luar jaringan (luring) sosiologi dan (3) tatap muka, di daerah zona hijau berbasis protokol kesehatan.The pandemic condition, which is currently sweeping the world including Indonesia, makes face-to-face interactions in class between teachers and students impossible to do. Therefore, digital learning is an important alternative to replace face-to-face classrooms. But in reality, many unpreparedness issues are found to carry out digital learning both related to infrastructure and students. One of the most possible ways to overcome this is through the adaptation of blended learning in the face of the new normal, especially in sociology learning. The main objective of this study is to determine the adaptation of sociology learning by blended learning and Indonesian education policies in preventing Covid-19. The method used in this study is a literature review where the researcher analyzed various studies relevant to the adaptation of sociological learning. The presentation of the data is carried out using descriptive techniques, which describe the adaptation of blended learning that occures in the face of the new normal period. The results show that the adaptation of sociology learning by means of blended learning in the face of the new normal period was carried out in three modes (1) online sociology networks, (2) offline sociology and (3) face-to-face, in green zone based area obeying the health protocol.

scholarly journals DO STUDENTS EXPERIENCE FLOW CONDITIONS ONLINE?

2013 ◽  
Vol 17 (3) ◽  
Author(s):  
Katrina A. Meyer ◽  
Stephanie J. Jones
Keyword(s):  
Higher Education ◽  
Graduate Students ◽  
Online Courses ◽  
Personal Control ◽  
Course Satisfaction ◽  
Flow Conditions ◽  
Education Programs ◽  
Mean Frequency ◽  
Online Class ◽  
Significant Difference

This study asked graduate students enrolled in higher education programs at two institutions to ascertain whether and to what extent they experienced nine flow-related conditions in two settings: online courses or surfing or gaming online. In both settings, flow was experienced “sometimes,” although no significant difference in mean frequency was found for the two settings. When asked for examples of flow, however, students gave more examples drawn from non-class-related activities (n = 35) than class activities (n = 3), including researching a number of topics related to health, travel, or shopping, or engaging with Facebook. Finally, students found that online class experiences “frequently” impacted their satisfaction with the course and three flow conditions were found to be correlated with course satisfaction at p ≤ 0.05: clear goals, concentration and focus, and a sense of personal control over activity.

scholarly journals LEARNERS’ INTEREST IN NEW NORMAL

2020 ◽  
Vol 12 (2) ◽  
pp. 259-269
Author(s):  
Setiawati Setiawati ◽  
Dini Deswarni ◽  
Widia Yunita
Keyword(s):  
Blended Learning ◽  
Undergraduate Students ◽  
Learning Process ◽  
Total Population ◽  
Learning Activities ◽  
Good Interest ◽  
New Normal ◽  
Normal Period ◽  
Islamic Religion ◽  
Development Department

This study aims to know learners’ interest with blended learning at new normal period at the second, fourth, and sixth semesters of English Department, Islamic Religion Department, Islamic Banking Department, Islamic community Development Department of  STAI Hubbulwathan Duri. This research used quantitative approach. The design of the research was a survey research. Total population was 260 respondents. The undergraduate students have the same qualification and academic background before doing survey. They had ever learned by using blended learning in a new normal situation. Sample of this research was 155 respondents. The total rating percentage of learners’ interest in involving in the blended learning was 69.98 %. it was in “agree category”. This category showed the respondents’ interest  in blended learning process. Based on overall mean is 2.82 and standard deviation is 0.54. The respondents agree used to have the blended learning activities in their learning process. It means that the learners’ had good interest in their blended learning activities.

Students’ readiness for blended learning in a leading Malaysian private higher education institution

2020 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Donnie Adams ◽  
Mabel Hwee Joo Tan ◽  
Bambang Sumintono
Keyword(s):  
Higher Education ◽  
Blended Learning ◽  
Education Institution ◽  
Learning Model ◽  
Private Higher Education ◽  
Future Research ◽  
Validity And Reliability ◽  
Field Of Study ◽  
Higher Education Institution ◽  
Content Type

Purpose Teaching and learning are being transformed by digital technology, where the present generation of students, termed millennials, are more adept with the increasingly digitalised world we live in. Following this, lecturers and institutions are adapting and adopting a blended learning model across disciplines, which now commands an entire domain of research and application. However, questions remain about how ready students are for a blended learning model of instruction. The purpose of this study is to investigate students’ readiness for blended learning in a leading Malaysian private higher education institution. Design/methodology/approach This study used a non-experimental quantitative research design. Data were gathered from a sample of 274 pre-university and undergraduate students using the blended learning readiness engagement questionnaire. Data was analysed using WINSTEPS Rasch model measurement software to determine the validity and reliability of the instrument. Descriptive statistics (mean and standard deviation) scores, (logit) value of the item and (logit) value of a person was used to examine students’ readiness for a blended learning model of instruction and specifically assess their readiness based on gender, age, ethnicity and field of study. Findings Findings indicate that students were ready for blended learning. Further analysis indicated there were differences in students’ readiness for blended learning based on gender, age, ethnicity and field of study. Originality/value This study provides insight into students’ readiness towards blended learning in a leading Malaysian private higher education institution, discusses implications for blended learning practices and offers recommendations for future research.

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