Blended Learning on the Development of Instructional Videos to Improve Abilities in Learning About Concepts and Procedures

This study aims to improve mathematics learning outcomes of students of class VII.5 SMP Widiatmika. The main topic of the linear equations and inequalities of one variable during mathematics learning through the application of blended learning assisted by instructional videos. There are several factors that affect the learning outcomes of students in grade VII.5 SMP Widiatmika. This research is a Classroom Action Research (CAR) which was conducted in two cycles. Each cycle is carried out for 3 meetings, namely 2 meetings for action parts and 1 meeting to conduct the final cycle test. The test used to collect student learning outcomes is in the form of multiple choice questions consisting of 30 questions. The application of blended learning based on video learning is proven to be successful in improving the mathematics learning outcomes of class VII.5 students of SMP Widiatmika. It can be seen from the average student learning outcomes which have increased from first cycle to the next cycle, the average student learning outcomes in the first cycle is 62,67 with the percentage of completeness is 56%; The average student learning outcomes in cycle II was 80,20 with the percentage of student completeness was 80%

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The Design and Implementation of Massive Open Online Course (MOOC) for Ordinary Differential Equations (ODE)

International Journal of Engineering & Technology ◽

10.14419/ijet.v7i4.33.23513 ◽

2018 ◽

Vol 7 (4.33) ◽

pp. 119

Author(s):

Junaida Md Said ◽

Elizabeth Arul ◽

Samsiah Abdul Razak ◽

Nur Azila Yahya ◽

Nural Husna Jamian

Keyword(s):

Differential Equations ◽

Blended Learning ◽

Ordinary Differential Equations ◽

Engineering Programs ◽

Instructional Videos ◽

Massive Open Online Course ◽

Self Confidence ◽

Maximum Effort ◽

Course Material ◽

The University

Ordinary Differential Equations (ODE) is taken by students in the mathematics, science or engineering programs in Universiti Teknologi MARA (UiTM). This course was originally taught in the traditional way with the lecturer as the instructor. In 2014, this course evolved into the blended-learning mode i.e. a combination of classroom sessions and online sessions using the university learning management system. In 2017, a team of lecturers in the Tapah campus of UiTM decided to develop an instructional design of ODE using the MOOC platform. Students would then use the MOOC during the blended-learning hour. Five modules are offered in this MOOC. Lecture notes are presented using Prezi together with instructional videos and self-checking exercises. 55 students enrolled for the MOOC and were surveyed to gauge the initial impact of the MOOC as an instructional tool. More than 50% of the students said that the MOOC absolutely helped them to better understand the classroom sessions. Most of the students put in maximum effort in accessing the MOOC. The MOOC also helped to build up self-confidence of students in the course material. It is hoped that as the MOOC is further refined and improved, more students will benefit from the MOOC.

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Implementation of a Flexible Learning Study Programme in a Blended-Learning Design: Results from the First Two Cohorts

EDEN Conference Proceedings ◽

10.38069/edenconf-2019-ac-0001 ◽

2019 ◽

pp. 1-9

Author(s):

Claude Muller ◽

Reinhild Fengler

Keyword(s):

Blended Learning ◽

Learning Study ◽

Learning Design ◽

Flexible Learning ◽

Instructional Videos ◽

Study Programme ◽

Self Study ◽

University Of Applied Sciences ◽

E Learning ◽

Study Format

Zurich University of Applied Sciences (ZHAW) launched the flexible learning study format FLEX, a blended learning design allowing students increased flexibility as to when and where they study. FLEX reduces classroom time by about half, while adding an e-learning environment for self-study that includes instructional videos. An analysis of the first two cohorts in the assessment level showed that the new study format was broadly accepted and that students using the FLEX format achieved exam results equivalent to students in the conventional learning format.

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