scholarly journals Acceptance, Effectiveness and Relationship of Blended Learning Implementation Among Lecturers in Polytechnic Sultan Mizan Zainal Abidin

2020 ◽  
Vol 3 (1) ◽  
pp. 1-9
Author(s):  
Hasni Bin Mahmood ◽  
Saupi Bin Mohamed Noor
Keyword(s):  
Blended Learning ◽  
Quantitative Data ◽  
Academic Departments ◽  
Educational Services ◽  
Learning Technology ◽  
Learning And Teaching ◽  
E Learning ◽  
High Level ◽  
Relationship Of ◽  
Pedagogical Approaches

Blended learning is one of the key pedagogical approaches being used in Higher Education Institutions in Malaysia. The latest e-learning technology has obvious potential in making polytechnics more competitive at the same time capable in producing good quality graduates and ready to compete in educational services globally. The main objective of this study is to identify the level of acceptance and impact of Blended Learning among lecturers in Polytechnic Sultan Mizan Zainal Abidin. Relative and non-dependent variable factors were used to test whether the lecturers' acceptance factor determines the level of implementation of this blended learning. A survey was conducted by using a set of questionnaire to collect quantitative data involving 270 respondents representing several academic departments in the Polytechnic of Sultan Mizan Zainal Abidin (PSMZA). The data were analyzed by using Statistical Package for Social Science (SPSS) version 20.0 software to obtain percentage values, frequency and mean scores. A pilot study found that the Alpha Cronbach's alpha was 0.933 and it showed a high level of reliability for the items tested. The scope of this study focuses on the level of acceptance and impact of Blended Learning only. Overall, respondents positively accept Blended Learning as part of learning and teaching process.

scholarly journals Enhancement of prosthetics and orthotics learning and teaching through e-Learning technology and methodology

2004 ◽  
Vol 28 (1) ◽  
pp. 55-59 ◽  
Author(s):  
M. S. Wong ◽  
E. D. Lemaire ◽  
A. K. L. Leung ◽  
M. F. Chan
Keyword(s):  
Clinical Training ◽  
Easy Access ◽  
Learning Technology ◽  
Interactive Approach ◽  
Learning And Teaching ◽  
Qualitative Feedback ◽  
E Learning ◽  
On Line ◽  
Demonstration Video ◽  
The University

A Write-Once Publish-Everywhere model was used to create and deliver on-line clinical training and education for undergraduate prosthetics and orthotics students. This project consisted of three phases: developing multimedia learning and teaching tools, integrating these tools into the curriculum (combination of e-Leaming and live practical sessions), and evaluating the outcomes. Video-based multimedia contents were captured and integrated with graphic, audio and text into a PowerPoint presentation software format. The web-based content was integrated into the WebCT platform for course management. Questionnaires were used to obtain student feedback on this e-Learning approach. Results were compared within the prosthetics and orthotics (P&O) programme, with other Health Sciences programmes, and overall with the University. P&O student responses were significantly higher than other groups for career relevance and problem solving. Qualitative feedback indicated that students appreciated the easy access, integrated and interactive approach of the text materials, concise PowerPoint presentation, demonstration video and the online case discussion via the WebCT platform. Educators appreciated the ability easily to maintain contents and publish the modules across multiple media without recreating the contents.

scholarly journals Assessment for the Evaluation of E-Learning and Teaching by the Quality Matter Standards Post COVID-19

2021 ◽  
Vol 15 (4) ◽  
pp. 1
Author(s):  
Hind Abdelmoneim Khogali
Keyword(s):  
Blended Learning ◽  
Learning Process ◽  
Teaching And Learning ◽  
Ministry Of Health ◽  
Learning And Teaching ◽  
Engineering Program ◽  
Positive Data ◽  
Global Pandemic ◽  
E Learning

On 18 March, the WHO announced that COVID-19 was a global pandemic, and the Ministry of Health instituted a COVID-19 lockdown. After the period of restrictions ended, blended learning was initiated at the universities. The research aims to evaluate the responses of students, teachers, and quality units in the teaching and learning process by Quality Matter standards. The survey was constructed using a Google form. The research recorded positive data in most of the Quality Matter Standards (QM) in Architecture Engineering Program applied by 95%. Some weakness points were identified 5% and are discussed in this paper. The results by (QM) St1 (2.7/3), St2 (2.6/3), St3 (2.6/3), St4 (2.6/3), St5 (2.6/3), St6 (2.5/3), St7 (2.6/3), St8 (2.7/3). General conclusions are added for teachers to be applied to e-learning education.

scholarly journals Thriving at Work: The Effect of Psychological Capital on Teachers Burnout Symptoms

2021 ◽  
Vol VI (II) ◽  
pp. 151-161
Author(s):  
Shagufta Anjum ◽  
Shumaila Shehzad ◽  
Hina Jalal
Keyword(s):  
Data Collection ◽  
Primary Schools ◽  
Quantitative Data ◽  
Psychological Capital ◽  
Negative Relationship ◽  
School Teachers ◽  
Primary School Teachers ◽  
Strong Negative Relationship ◽  
High Level ◽  
Relationship Of

Besides thriving primary school teachers' performance, we hypothesized that whether teachers' burnout at the workplace can be reversed through psychological capital or what type of relationship exists between them. Quantitative data were gathered from 1005 participants. All the respondents were associated with primary schools located in 4 districts of the Punjab province. The data collection was done through a questionnaire and inventory. The finding explained that participants' psychological capital is negatively associated with burnout frequency and burnout intensity. This strong negative relationship of psychological capital is greater with burnout intensity (r = -.537). It is estimated that teachers' psychological capital significantly has a predictive effect on burnout. It is difficult for educational trainers to gauge the high level of psychological capital. Therefore, an authentic scientific watch of burnout symptoms among teachers is recommended. This scrutiny may lead trainers and educationists to develop methods of raising psychological money after shortlisting them.

Mobile Technology and its Applications in Instructional Conversation

2009 ◽  
pp. 835-849
Author(s):  
Jason Caudill
Keyword(s):  
Modern Technology ◽  
Learning Technology ◽  
Technical Application ◽  
Electronic Learning ◽  
Network Connection ◽  
Mobile Networking ◽  
E Learning ◽  
Instructional Conversation ◽  
Relationship Of ◽  
Networking Technology

Mobile learning (m-learning) is the most recently developed category of electronic learning (e-learning), both of which are valuable tools in instructional conversation. What makes m-learning unique, and thus deserving of its study as an independent concept, is mobility; learners have the opportunity to go not just beyond the classroom, but beyond the limits of desktop and even laptop computers to engage in instructional environments. As an independent concept, m-learning has its own hardware and network technology, as well as a relationship with and difference from e-learning. As a component of instructional conversation, m-learning provides learners with opportunities to engage in discussion from almost any location at any time, making the conversations much more natural and beneficial to the group. M-learning technology is, to support the uniqueness of the discipline, mobile. Devices that people carry on a regular basis and can access at almost any location are what drive m-learning practice. Working in concert with these devices is mobile networking technology, which provides the mobile learner with access to instructional material from a wide variety of locations and frees them from being tied to a cabled network connection at a static location. Given that m-learning is using modern technology to achieve its goals, it is reasonable to associate m-learning with e-learning, and this is entirely correct. M-learning can in many ways be viewed either as an extension of e-learning or as a specific component of e-learning. While a discussion of detailed definitions will come later, it is important to recognize that entering into m-learning is not a departure from e-learning; the practitioner is simply adding new tools to their box. There are four main objectives of this chapter, all of which relate to preparing instructional conversation practitioners to integrate m-learning into their teaching. The first of these objectives is to gain knowledge of m-learning hardware. As with any technical application, learning the available tools is a critical first step in applying them. Second, readers should gain knowledge of m-learning networking. As will be explored, hardware mobility is of little use without a mobility of information, and information mobility is enabled by mobile networking. Third, readers will gain an understanding of the relationship of m-learning to e-learning which will provide them with a base from which to launch their own mlearning applications. Fourth, readers will review current applications of m-learning technology in the field of instructional conversation to provide examples of how to apply their new knowledge of m-learning to their own instructional conversation environments.

scholarly journals Blended Learning of Physics in the Context of the Professional Development of Teachers

2019 ◽  
Vol 14 (23) ◽  
pp. 17 ◽  
Author(s):  
Lyubov Krasnova ◽  
Viktor Shurygin
Keyword(s):  
Professional Development ◽  
Learning Environment ◽  
Blended Learning ◽  
Personality Development ◽  
Learning Technology ◽  
Full Time ◽  
Physics Teachers ◽  
Course Structure ◽  
Learning Modules ◽  
E Learning

In line with the improvement of traditional teaching methods, the new ones are intensively introduced at all levels of education. Usually, these are the methods tied with e-learning. Essentially, teachers must be able and ready to create an innovation-driven learning environment contributing to the effective individualization of the learning process. At the same time, each student should achieve the highest possible outcomes standing behind the personality development. This paper introduces the refresher courses designed for the physics teachers. These courses are based on the blended learning technology combining traditional full-time education with the elements of distance learning supported by LMS Moodle. The courses were tested at the Elabuga Institute of Kazan Federal University in 2016-2018. This paper describes the module-based course structure and methods for applying the e-learning modules. The distinctive feature of the course is that the content of the learning modules was designed to deliver different methods for teaching physics and to improve the general cultural competence of a teacher. The analysis of polling results (poll included 89 physics teachers) allowed assessing the efficiency of designed courses in the context of teacher’s professional development, his/her readiness to work in modern learning environment. The research outcomes will be also useful for foreign educational establishments implementing the teacher professional development programs.

scholarly journals PELATIHAN BLENDED LEARNING PADA GURU SMA KATOLIK 1 KABANJAHE

2021 ◽  
Author(s):  
Sanjaya Pinem ◽  
Viktor Edison Hutagaol
Keyword(s):  
Blended Learning ◽  
Practical Experience ◽  
Learning Model ◽  
Community Services ◽  
Learning Technology ◽  
Know How ◽  
Initial Questionnaire ◽  
E Learning

Objectives of this Community Services are 1) give knowledge and practical experience to teacher of SMA Katolik 1 Kabanjahe focusing in blended learning model. 2) Teachers can use Moodle as e-learning technology. This services in systematic mode starts from the initial discussion with principal and teacher about blended learning, collect the re-sults of the initial questionnaire, and then give an assignment to the teachers about is-suing a course, managed quizzes and taking exam. The result shows that 1) Teacher in SMA Katolik 1 Kabanjahe have high enthusiasm to follow instruction given by instruc-tor to learn about moodle. 2) As result teacher know how to operate elearning with moodle software start from register a course, and managed content in moodle.

scholarly journals Reflections On Music Therapy Training Within E-learning Education Contexts

2016 ◽  
Vol 16 (1) ◽  
Author(s):  
Imogen Nicola Clark ◽  
Grace Anne Thompson
Keyword(s):  
Music Therapy ◽  
Blended Learning ◽  
Rapid Expansion ◽  
University Education ◽  
Future Research ◽  
Teaching Staff ◽  
Learning Technology ◽  
Teacher Student ◽  
E Learning ◽  
The University

The rapid expansion of e-learning technology is transforming the availability and delivery of university education. In Australia, e-learning offers opportunities for students to study music therapy while living in remote locations across a vast country. Students enrolled in the Masters of Music Therapy at the University of Melbourne may choose traditional on-campus learning or blended learning, which involves a combination of face-to-face intensives and e-learning. This article focuses on blended learning with reflections from music therapy students and teachers at the University of Melbourne. A description of the music therapy program is provided with a detailed explanation of one subject to illustrate how e-learning is managed. Our experiences of teaching blended learning students are discussed, and we identify key challenges including teacher-student rapport, regular communication, student-to-student engagement, and user friendly on line learning tools. We then reflect on student feedback from an informal evaluation, and explain students’ experiences of collaborative learning, interaction with teaching staff, and staying on track with learning. In conclusion, we discuss the future of music therapy education over an online forum, taking into consideration challenges and advantages for students, teaching academics and learning institutions, and offer ideas from which future research projects might be developed.

scholarly journals Students Attitudes toward Blended Learning among students of the University of Jordan

2018 ◽  
Vol 12 (12) ◽  
pp. 217 ◽  
Author(s):  
Fatima Aladwan ◽  
Hussam N. Fakhouri ◽  
Abedalsalam Alawamrah ◽  
Osama Rababah
Keyword(s):  
Blended Learning ◽  
Educational Process ◽  
Online Questionnaire ◽  
Distant Learning ◽  
Information And Communication ◽  
E Learning ◽  
University Of Jordan ◽  
Students Attitudes ◽  
High Level ◽  
The University

Information and communication Technology and the use of internet has added many values to the educational process. Many approaches has been developed for this purpose including e-learning, distant learning and recently blended learning. Many universities are adopting these approaches for teaching students. Therefore this research aims to examine attitudes of University of Jordan students toward blended learning. A sample of 250 students were selected to complete online questionnaire who have taken blended coursest hat contains aspects of knowledge about and attitude toward blended learning and a high level of preferring toward blended learning. The results of the study indicated that blended learning is useful to Students, and that most students fully understand the goals of e-learning through blended learning. In general the students have shown positive attitude towered blended learning. Furthermore, they have shown adequate information about the field of blended learning and to decide when and how to use the resources provided to them through blended learning. it also indicated that blended learning is more effective than traditional way of teaching to develop and improve the knowledge and skills. The results also indicated that electronic resources provide through blended learning is an effective way that help students to get knowledge and improve their skills, and it has tremendous effect on students life to take responsibility for their own learning process.

Impact Of Instructional Technology Inclusions In Course Delivery For Engineering And Business Education

2014 ◽  
Vol 1 (1) ◽  
pp. 443-448
Author(s):  
Rizwan Muhammad ◽  
Nisa Fakharun ◽  
Adeel Muhammad ◽  
Ramzan Muhammad ◽  
Lal Mohan Baral
Keyword(s):  
Instructional Technology ◽  
Blended Learning ◽  
Student Performance ◽  
Teaching And Learning ◽  
New Technologies ◽  
Learning Experience ◽  
Strategic Decision ◽  
Learning Technology ◽  
Learning And Teaching ◽  
Improved Learning

AbstractAs new technologies are emerging, new trends are also emerging in teaching and learning. Technology inclusion in teaching provides alternative ways to deliver education in pursuit of promoting learning. One of the innovative methods is Blended Learning (BL). This method incorporates both, the traditional Face-to-Face (F2F) instruction and Web-based distance learning method and it imparts an improved learning experience for the students. In this case study, BL models were adopted involving the teaching of two courses—business management and industrial manufacturing at University of Management and Technology (UMT) Lahore. In the models, students’ performance in terms of their liking threshold, were used as the output. The results revealed that instructional technology inclusion caused greater successes in terms of course acceptability by students. This showed an average improvement of 64% in the student performance. ICT or Information and Communication Technology have gained popularity in education sector. In the recent years the term “e-learning” has emerged as a result of the integration of ICT in the education field, but some pitfalls have been identified and this have led to the “Blended learning” phenomenon. The paper can provide directions for the future blended learning environment that may be opted by all the three main stakeholder student, tutors and institution to make strategic decision about the learning and teaching initiatives. The paper concludes that blended learning offers the most flexible and result oriented learning. This paper provides case studies of two of the BL courses including the mode of offering, content with assessment strategies for students to meet the learning outcomes of the courses in detail.

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