scholarly journals Analysis of Student Readiness for Blended Learning Model Implementation in Industrial Era 4.0

2020 ◽  
Vol 4 (1) ◽  
pp. 48
Author(s):  
Firdaus Firdaus ◽  
Rifqi Muntaqo ◽  
Eli Trisnowati
Keyword(s):  
Online Learning ◽  
Blended Learning ◽  
Student Attitudes ◽  
Negative Relationship ◽  
Technology In Education ◽  
Attitudes Toward Learning ◽  
Use Of Technology ◽  
Learning Flexibility ◽  
Study Management ◽  
Students Attitudes

<p>Information technology (IT) has provided a new means for online learning outside conventional classrooms. By using IT, blended learning is an approach that gives the best advantage from class and online learning. It is also help the higher education to improve their understanding of how students see blended learning and formulate strategies to successfully implement blended learning. The aim of this research is to examine how students' attitudes towards various aspects of learning which can influence their readiness to participate in blended learning. We provide six aspects of learning and then collect 85 students as respondent. The analysis revealed three main findings. First, the use of technology in education is not an obstacle for students. Second, the ability to follow blended learning are influenced by four things namely attitudes toward online learning, study management, online interaction, and learning flexibility. Third, attitudes toward learning in class have a negative relationship with students' readiness to participate in blended learning. The last, student attitudes towards various aspects of learning can be important in assessing students' readiness for blended learning, which is a prerequisite for the successful application of blended learning.</p><p><em> </em></p><p><strong>Keywords</strong>: Blended learning, industry 4.0, student attitudes</p>

scholarly journals Prospects of Blended Learning Implementation at FPT University Can Tho, Vietnam

2021 ◽  
Vol 5 (3) ◽  
pp. 43-53
Author(s):  
Van Thi Hong Dao ◽  
Quan Hoang Minh Do ◽  
Anh Mai Pham ◽  
Tram Thi Ngoc Van ◽  
Truc Thi Thanh Nguyen
Keyword(s):  
Online Learning ◽  
Blended Learning ◽  
Binary Logistic Regression ◽  
Mixed Method Research ◽  
Positive Attitudes ◽  
Learning Barriers ◽  
Research Findings ◽  
Learning Flexibility ◽  
Students Attitudes ◽  
Higher Institutions

Drawing on the evaluations of students’ attitudes toward learning aspects the mixed-method research aims to examine the prospects of Blended Learning at FPT University in Can Tho. Four hundred sixty-seven students partook in the study by providing answers for a 30-item questionnaire with open-ended questions. The results showed that most students have positive attitudes towards factors constructing their Blended Learning adaptability, including (1) Study Management and Online Learning, (2) Classroom Learning, and (3) Learning Flexibility. The results of Binary Logistic Regression also clarified the good promise of Blended Learning implementation and the discovery of other concerns that hindered informants’ willingness, namely Worriment about Learning Effectiveness, Online Learning Barriers, and Learners’ Ego. The research findings served as a reference for FPT University and other higher institutions to better grasp how students perceive Blended Learning to develop strategies for successful practices.

BLENDED LEARNING: STUDENTS’ ATTITUDES TOWARDS THE USE OF TECHNOLOGY IN INTERPRETING TRAINING

2016 ◽  
Vol 60 (4) ◽  
pp. 052-059
Author(s):  
Vojko Gorjanc ◽  
◽  
Olga Egorova ◽  
Valentina Žitek ◽  
◽  
...  
Keyword(s):  
Blended Learning ◽  
Use Of Technology ◽  
Students Attitudes

scholarly journals Jordanian University Students’ Attitudes toward Online Learning during the COVID-19 Pandemic and Lockdowns: Obstacles and Solutions

2021 ◽  
Vol 20 (1) ◽  
pp. 142-159
Author(s):  
Safi Mahmoud Mahfouz ◽  
Wael Juma Salam
Keyword(s):  
Socioeconomic Status ◽  
Online Learning ◽  
University Students ◽  
Student Attitudes ◽  
Quantitative Research ◽  
English Language ◽  
Face To Face ◽  
Language And Literature ◽  
Students Attitudes ◽  
The University

This study aimed to investigate Jordanian university students’ attitudes toward online learning during the COVID-19 pandemic and lockdowns, shed light on the obstacles students encounter in online learning, and suggest possible solutions. A questionnaire designed by the researchers was used to elicit responses from a study sample consisting of 195 students from the Department of English Language and Literature at the University of Jordan – Aqaba. As this is an attitudinal study, the survey questionnaire was designed to elicit student responses on the following domains: gender, seniority level, socioeconomic status, training and orientation for using eLearning platforms, and their attitudes, whether positive or negative, toward online learning. Results of this quantitative research showed that student attitudes toward online learning are generally negative. The majority of the respondents reported that they prefer face-to-face classroom instruction over online learning because it gives them direct contact with the instructors. Furthermore, results revealed statistically significant differences amongst students attributed to their gender, whereas no differences were found with regards to their seniority of study, socioeconomic status, and the eLearning platform they prefer to use. The study concludes by proposing some pedagogical recommendations.

scholarly journals Perception of In-Service Teachers Towards Blended Learning as the New Normal in Teaching-Learning Process Post COVID-19 Pandemic

2020 ◽  
Author(s):  
Rabiya Saboowala ◽  
Pooja Manghirmalani-Mishra
Keyword(s):  
Online Learning ◽  
Blended Learning ◽  
Interaction Effect ◽  
Classroom Environment ◽  
Professional Growth ◽  
Teaching And Learning ◽  
Global Pandemic ◽  
Study Management ◽  
Six Dimensions ◽  
Teaching Learning

Abstract Blended learning is the application of Information and Communication Technology in the instructional designs and processes in such a way that it can support and complement face-to-face delivery models effectively. It offers the teachers and the students to get access to information-rich resources anywhere and anytime. It also has the potential to ensure educational equity for all learners with complete transparency of rendering education to the community of learners. Today, blended learning has become the need of the hour looking into the aspects of global pandemic of COVID-19 and implementation of Education 4.0. The study consists of 313 in-service teachers from India belonging to various types of Educational Institutions. Simple random technique of sampling was used to collect data. The interaction effect of gender and teachers who have attended/conducted webinars/ workshops/ conferences/FDPs online or not on their attitude towards blended learning and its six dimensions viz. learning flexibility, online learning, study management, technology, classroom learning and online interaction was studied. Also, the interaction between the effects of highest educational qualification of teachers and teachers who have attended/conducted webinars/workshops/conferences/FDPs online or not on their attitude towards Blended Learning and its six dimensions was considered. Analysis for the testing research hypothesis was done using the IBM Statistical Package for Social Scientists (SPSS-26). The results indicated that there was an interaction between gender and teachers who have or have not conducted/attended webinars/conferences online towards blended learning and online learning dimension. Results also showed that based on the interaction effect of the highest qualification of the teacher and the teachers who have actually implemented teaching and learning through online line sessions varied in their attitude as far as study management and classroom environment was considered. Implementation of blended learning for professional growth of school teachers post pandemic will push the boundaries of learning by creating opportunities for collaboration of various educational societies throughout the globe, enhance constructivist learning and also help in following social norms set to fight against COVID-19.

scholarly journals College Students Attitudes Toward Learning Process And Outcome Of Online Instruction And Distance Learning Across Learning Styles

2011 ◽  
Vol 8 (12) ◽  
pp. 35-42 ◽  
Author(s):  
Dat-Dao Nguyen ◽  
Yue Jeff Zhang
Keyword(s):  
Distance Learning ◽  
Learning Styles ◽  
Learning Style ◽  
Learning Process ◽  
Online Instruction ◽  
Student Attitudes ◽  
Learning Style Inventory ◽  
Attitudes Toward Learning ◽  
Process And Outcome ◽  
Students Attitudes

This study uses the Learning-Style Inventory LSI (Smith & Kolb, 1985) to explore to what extent student attitudes toward learning process and outcome of online instruction and Distance Learning are affected by their cognitive styles and learning behaviors. It finds that there are not much statistically significant differences in perceptions on many learning process and outcome indicators across learning styles. However, students who learn from concrete experience and reflective experimentation/observation didnt appreciate the flexible class schedule, need instant questions and feedback, and expect more leniency from the instructor.

scholarly journals THE COVID-19 PERIOD: A CRISIS FOR ON-SITE LEARNING OR AN OPPORTUNITY FOR OPTIMAL DISTANCE LEARNING? EXAMINATION OF STUDENTS’ ATTITUDES

2021 ◽  
Vol 1 (193) ◽  
pp. 383-391
Author(s):  
Nitza Davidovitch ◽  
◽  
Miri Ben Amram ◽  
Keyword(s):  
Online Learning ◽  
Social Presence ◽  
Student Attitudes ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Cognitive Presence ◽  
Educational Systems ◽  
Innovative Learning ◽  
Students Attitudes ◽  
Learning At Home

This study, which explores student attitudes to online learning, is based on a psychoanalytic theory (Existence-relatedness-growth, ERG) on relatedness and growth, developed by American psychologist Clayton Alderfer. The purpose of the study was to examine whether online learning is merely a short-term temporary solution necessitated by the COVID-19 crisis, or will it enable a transformation of teaching and learning patterns in educational systems in the post-COVID era? What is students’ personal preference regarding online learning after having inadvertently experienced it? What dimension of online teaching was meaningful for them: social presence, instructional-cognitive presence, emotional-personal presence? The research population consisted of 306 students, with a mean age of 15.5. Only 85% of the students who participated in the study had technological resources for online learning at home. About 41% of the students preferred lessons that combine online teaching with frontal teaching in the classroom. In addition, the dimensions of online teaching reported by students as meaningful were, in descending order, social presence, emotional­personal presence, and instructional-cognitive presence. The research findings might have an effect on policy makers in education with regard to maintaining an "innovative pedagogy" aimed at shaping students’ image in order to prepare them for the new post-COVID era. In this period of global crisis, online learning afforded students innovative learning, where students enhanced their awareness of the significance of social presence, which was more meaningful than the dimension of instructional-cognitive presence. The significance of interpersonal interaction in teaching and learning received support, more so than ever before.

scholarly journals Blended Learning: The New Normal Teaching - Learning Pedagogy Post COVID-19 Pandemic

2021 ◽  
Author(s):  
Rabiya Saboowala ◽  
Pooja Manghirmalani Mishra
Keyword(s):  
Online Learning ◽  
Blended Learning ◽  
Professional Growth ◽  
Medium Of Instruction ◽  
Global Institutions ◽  
Female Teachers ◽  
Professional Needs ◽  
Learning Flexibility ◽  
Dependent Learning ◽  
Teaching Learning

Abstract The pandemic of COVID-19 has been declared a Public Health Emergency and is of International concern. In the 21st century, everyone is a global citizen. Keeping in mind that the teachers are powerful agents of change and caregivers for the next generation of scientists and doctors, their professional needs cannot be compromised due to the uncertainties that will occur post-pandemic. Sustaining safe school operations or reopening schools after a closure requires many considerations. Similarly, the professional growth of teachers of all types of educational institutions also needs reconsideration. The present situation (of the year 2020) in the world demands teachers and educators to adopt blended learning teaching practices. These practices will not just be for teaching but also for learning. There are several digital educational resources, such as the SWAYAM MOOCs and NPTEL courses are available for the teachers. Along with, many premium global institutions are conducting skill development webinars, short term courses, etc to train and better equip teachers with e-learning tools and technologies. The present study addresses the attitude of 313 teachers towards blended learning approach and its six dimensions viz. learning flexibility, online learning, study management, technology, classroom learning and online interaction as a strategy to meet their professional needs post COVID 19 pandemic era. The present study investigated the attitude of male and female teachers towards blended learning and its dimensions. Also, the study aimed to find the difference in attitude of teachers teaching in English medium institutes and those teaching in institutes having other languages like Hindi, Marathi, Telugu, Kannada, Tamil, etc as their medium of instruction. The results indicated that the attitude of male teachers is greater than that of female teachers with respect to online learning. Also, teachers teaching in English medium institutes have a positive attitude towards Learning Flexibility dimension of blended learning when compared to those teaching in institutes having other medium of instruction. There is a need for a paradigm shift in the education system to create and enable technology dependent learning environments post COVID-19 pandemic which will help in maintaining safety and enhance learning experiences not just for students but for teachers' professional growth.

scholarly journals Student Attitudes Toward Blended Learning in Adult Literacy and Basic Skills College Programs | Attitudes des étudiants envers l’apprentissage mixte dans les programmes collégiaux de formation de base et alphabétisation pour adultes

2018 ◽  
Vol 44 (2) ◽  
Author(s):  
Jia Li ◽  
Robin Kay ◽  
Louise Markovich
Keyword(s):  
Online Learning ◽  
Individual Differences ◽  
Adult Learners ◽  
Blended Learning ◽  
Adult Literacy ◽  
Student Attitudes ◽  
Formal Education ◽  
Basic Skills ◽  
Low Literacy ◽  
Post Secondary

Literacy and Basic Skills (LBS) programs in many Ontario colleges offer adult learners who have low literacy and basic skills with opportunities to improve their employment skills as well as results on prerequisite courses for entrance into post-secondary education. LBS students encounter many challenges and require extra interpersonal instructional support, which may be overcome through a blended learning approach. Due to limited access to technology in LBS programs, little is known about adult learners’ attitudes toward online learning. This study investigates learners’ attitudes and perceived success in blended learning, and key factors contributing to individual differences. A survey was administered to 149 LBS student participants at three Ontario community colleges, along with interviews conducted with 37 students. The results of correlation and thematic analysis have shown that differences exist in their attitudes between face-to-face and online learning environments, 90% versus 40% positive respectively. Individual differences in their perceptions were found to be associated with their age, time out of formal education, education levels, and computer skills.Les programmes de formation de base et alphabétisation (« FBA ») de nombreux collèges de l’Ontario offrent aux apprenants adultes dont la formation de base et la littératie sont faibles des occasions d’améliorer leur employabilité ainsi que leurs résultats aux cours prérequis pour l’admission aux études postsecondaires. Les étudiants en FBA font face à de nombreux défis et ont besoin de plus de soutien didactique interpersonnel, ce qui peut être surmonté par une approche d’apprentissage mixte. À cause de l’accès limité à la technologie dans les programmes de FBA, on en sait peu sur les attitudes des apprenants adultes quant à l’apprentissage en ligne. Cette étude se penche sur les attitudes des apprenants et sur la perception de la réussite en apprentissage mixte, ainsi que sur les principaux facteurs qui contribuent aux différences individuelles. Cent quarante-neuf étudiants en FBA de trois collèges communautaires en Ontario ont répondu à un sondage, et des entrevues ont été réalisées avec 37 étudiants. Les résultats de l’analyse de corrélation et de l’analyse thématique ont démontré qu’il existe des différences dans leurs attitudes relatives aux environnements d’apprentissage en personne et en ligne, qui sont positives respectivement à 90 % et 40 %. Nous avons relevé que les différences individuelles de perception étaient associées à l’âge, à la durée passée hors de l’éducation formelle, au niveau d’éducation et aux compétences informatiques.

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