scholarly journals BLENDED LEARNING READINESS AND ITS WAY FORWARD: THE CASE OF UNDERGRADUATES OF UNIVERSITI UTARA MALAYSIA

2021 ◽  
Vol 3 ◽  
pp. 99-120
Author(s):  
Zakiyah Sharif ◽  
Arifatul Husna Mohd Ariff ◽  
Zaimah Abdullah ◽  
Fathiyyah Abu Bakar
Keyword(s):  
Blended Learning ◽  
Undergraduate Students ◽  
Teaching And Learning ◽  
Face To Face ◽  
Generation Z ◽  
Current State ◽  
Information And Communication ◽  
The University ◽  
Universiti Utara Malaysia ◽  
Learning Data

Most students at higher education institutions (HEIs) are currently Generation-Z, and they are exact synonyms with information and communication technology. Therefore, HEIs should adopt a modern way of delivering knowledge to the students, such as blended learning. Blended learning is a combination of face-to-face and online learning methods in the teaching and learning process. The objective of this study is to determine the readiness of undergraduates in public universities towards blended learning. Data was collected from 283 undergraduate students from Universiti Utara Malaysia using a questionnaire and was analysed descriptively. The result shows that almost 75% of the students are aware of the blended learning method, and nearly 70% of the students have participated in the blended learning. Overall, the students have a high readiness to embark on the blended learning approach, but with some improvements needed. The study provides insights into understanding the current state of students’ preparedness towards blended learning and how the university should take appropriate actions to overcome the limitations faced by the students so that the benefits of blended learning can be optimised.

Blended Learning Support for Undergraduate Students’ Research and Writing Skills Development

2014 ◽  
pp. 341-368
Author(s):  
Asako Yoshida
Keyword(s):  
Blended Learning ◽  
Undergraduate Students ◽  
Exploratory Study ◽  
Teaching And Learning ◽  
Learning Support ◽  
Learning Practices ◽  
University Of Manitoba ◽  
Main Barrier ◽  
The University

In this exploratory study, a subject librarian and a writing instructor investigated the potential of designing blended learning around research paper assignments in the context of two foundational courses in the Faculty of Human Ecology at the University of Manitoba, Canada. The objective was to explore alternative, more embedded learning support for undergraduate students. The significance of blended learning support was situated in the broader literature of the teaching and learning practices in higher education. In this case study, descriptions of blended learning support for facilitating student learning, and of the main barrier to its implementation are provided. Based on what was learned in the exploratory study, the chapter provides working guidelines for designing and developing blended learning support, mainly drawing from Butler and Cartier’s (2004) research on academic engagement.

Teaching interpreting online for the Translation and Interpreting Degree at the University of Vic

2020 ◽  
Vol 6 (2) ◽  
pp. 172-182
Author(s):  
María Perramon ◽  
Xus Ugarte
Keyword(s):  
Information And Communication Technologies ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Teaching Staff ◽  
Teaching Resources ◽  
Face To Face ◽  
Information And Communication ◽  
University Degree ◽  
The University ◽  
Academic Year

Abstract At a time when the advances in information and communication technologies meant that new approaches to virtual teaching and learning could be proposed, the teaching staff on the degree in Translation and Interpreting at UVic decided to offer part of the degree in distance learning mode. This learning mode was launched in the 2001–2002 academic year, with optional face-to-face teaching sessions some Saturdays and coexisted with the traditional face-to-face courses. During the first years, the fourth-year interpreting specialisation subjects were not taught online for technical and pedagogical reasons. Since the 2014-2015 academic year, we also teach these subjects online. The challenge that we face starting the 2017-2018 academic year is twofold: 1. To adapt the online teaching of interpreting subjects to groups with a high number of students in the new Inter-university Degree in Translation, Interpreting and Applied Languages jointly offered by the University of Vic and the Open University of Catalonia (UOC). 2. To adapt the contents and methodology of interpreting subjects to changes in professional practice: telephone and videoconference interpreting, especially in liaison interpreting. In our paper, we will show some online teaching resources, as well as several online tools which we use in our courses.

Blended Learning Support for Undergraduate Students' Research and Writing Skills Development

2015 ◽  
pp. 537-564
Author(s):  
Asako Yoshida
Keyword(s):  
Blended Learning ◽  
Undergraduate Students ◽  
Exploratory Study ◽  
Teaching And Learning ◽  
Learning Support ◽  
Learning Practices ◽  
University Of Manitoba ◽  
Main Barrier ◽  
The University

In this exploratory study, a subject librarian and a writing instructor investigated the potential of designing blended learning around research paper assignments in the context of two foundational courses in the Faculty of Human Ecology at the University of Manitoba, Canada. The objective was to explore alternative, more embedded learning support for undergraduate students. The significance of blended learning support was situated in the broader literature of the teaching and learning practices in higher education. In this case study, descriptions of blended learning support for facilitating student learning, and of the main barrier to its implementation are provided. Based on what was learned in the exploratory study, the chapter provides working guidelines for designing and developing blended learning support, mainly drawing from Butler and Cartier's (2004) research on academic engagement.

scholarly journals Blended Learning Internationalization from the Commonwealth

2011 ◽  
pp. 141-167
Author(s):  
Shelley Kinash ◽  
Susan Crichton
Keyword(s):  
Higher Education ◽  
International Students ◽  
Blended Learning ◽  
Teaching And Learning ◽  
Lessons Learned ◽  
Learning Approaches ◽  
Face To Face ◽  
University Systems ◽  
E Learning ◽  
The University

This case depiction addresses the contentious issue of providing culturally and globally accessible teaching and learning to international students in universities in the Commonwealth nations of Australia and Canada. The chapter describes the university systems and cultures, the barriers to authentic higher education internationalization, and the problems frequently experienced by international students. Two university cases are presented and analysed to depict and detail blended learning approaches (face-to-face combined with e-learning) as exemplars of culturally and globally accessible higher education and thereby ideologically grounded internationalization. Lessons learned are presented at the systems level and as teaching and learning solutions designed to address pedagogical problems frequently experienced by international students in the areas of communication, academic skills, teaching and learning conceptualization, and moving from rote learning to critical thinking. The blended learning solutions are analysed through the lens of critical theory.

Blended Learning Internationalization from the Commonwealth

2012 ◽  
pp. 101-132
Author(s):  
Shelley Kinash ◽  
Susan Crichton
Keyword(s):  
Higher Education ◽  
International Students ◽  
Blended Learning ◽  
Teaching And Learning ◽  
Lessons Learned ◽  
Learning Approaches ◽  
Face To Face ◽  
University Systems ◽  
E Learning ◽  
The University

This case depiction addresses the contentious issue of providing culturally and globally accessible teaching and learning to international students in universities in the Commonwealth nations of Australia and Canada. The chapter describes the university systems and cultures, the barriers to authentic higher education internationalization, and the problems frequently experienced by international students. Two university cases are presented and analysed to depict and detail blended learning approaches (face-to-face combined with e-learning) as exemplars of culturally and globally accessible higher education and thereby ideologically grounded internationalization. Lessons learned are presented at the systems level and as teaching and learning solutions designed to address pedagogical problems frequently experienced by international students in the areas of communication, academic skills, teaching and learning conceptualization, and moving from rote learning to critical thinking. The blended learning solutions are analysed through the lens of critical theory.

Designing a Blended Learning Model to Support Mathematical Thinking in Multivariable Calculus

2012 ◽  
pp. 221-239 ◽  
Author(s):  
Hamidreza Kashefi ◽  
Zaleha Ismail ◽  
Yudariah Mohammad Yusof
Keyword(s):  
Blended Learning ◽  
Undergraduate Students ◽  
Teaching And Learning ◽  
Mathematical Thinking ◽  
Learning Difficulties ◽  
Learning Model ◽  
Face To Face ◽  
Multivariable Calculus ◽  
Learning Instruction ◽  
Support Students

Multivariable Calculus is one of the most difficult courses for undergraduate students. Researchers at Universiti Teknologi Malaysia (UTM) endeavor to support students in the learning of Multivariable Calculus by promoting mathematical thinking in a face-to-face classroom. This study attempts to identify not only learning difficulties in Multivariable Calculus through mathematical thinking approach but also the ways and means of improving these difficulties based on students and lecturers recommendations. The main purpose of this study is to establish a model of teaching and learning based on these findings for designing a blended learning instruction of Multivariable Calculus course through mathematical thinking approach. It first attempts to identify the theoretical reasons for selecting blended learning to promote mathematical thinking in Multivariable Calculus. Then, it exemplifies a teaching and learning model to support students’ mathematical thinking in Multivariable Calculus through blended learning instruction.

Using Blended Learning Approach to Deliver Courses in An Engineering Programme

2016 ◽  
Vol 5 (1) ◽  
pp. 23-39 ◽  
Author(s):  
Richie Moalosi ◽  
Jacek Uziak ◽  
Moses Tunde Oladiran
Keyword(s):  
Blended Learning ◽  
Teaching And Learning ◽  
Engineering Students ◽  
Learning Preferences ◽  
Learning Approach ◽  
Mechanics Of Machines ◽  
Learning And Teaching ◽  
Face To Face ◽  
University Of Botswana ◽  
The University

The paper discusses how the use of blended learning approach was adopted to deliver a 3rd year Mechanics of Machines course for Mechanical Engineering students at the University of Botswana. The course delivery involved a mix of both face-to-face and Blackboard technology to create an efficient and effective learning environment. A survey of 101 students was conducted over a period of 3 years for the respondents to evaluate their teaching and learning preferences. The results show that students accepted the blended learning approach because of its benefits. More lecturers are encouraged to use blended learning and teaching approaches to promote active, independent and lifelong learning.

scholarly journals Aprender y enseñar: una propuesta pro virtual para el inglés en el contexto universitario actual

2017 ◽  
Vol 1 (6) ◽  
Author(s):  
Jaime Walter Cañarte Ávila ◽  
Ned Quevedo Arnaiz ◽  
Nemis García Arias
Keyword(s):  
Foreign Language ◽  
Blended Learning ◽  
Key Words ◽  
Teaching And Learning ◽  
Learning And Teaching ◽  
Face To Face ◽  
The Face ◽  
University Level ◽  
The University ◽  
Methodological Strategy

Aprender inglés como lengua extranjera presenta varias posibilidades de realización que se expresan en  las modalidades que se emplean desde lo presencial a lo virtual o la combinación de ambos. En los tiempos actuales se ha priorizado cómo transformar la tecnología y las herramientas de enseñanza aprendizaje antes que las diferentes formas cómo se aprende con ellas, por ello el problema que se atiende en este trabajo es cómo lograr la interacción mediante la tecnología sin que se obstaculice el desarrollo armónico en la lengua extranjera a los estudiantes de las carreras técnicas. El objeto es el proceso de enseñanza aprendizaje del inglés en la Universidad y su campo la contribución al desarrollo de la competencia comunicativa oral del inglés en la modalidad combinada en las carreras técnicas. El objetivo perseguido es la elaboración de una estrategia metodológica que contribuya al desarrollo de la competencia comunicativa oral en la modalidad combinada para la enseñanza y el aprendizaje del inglés como lengua extranjera en las carreras técnicas en la Universidad, lo que constituye el principal aporte del trabajo, y el cual se evaluó mediante la metodología del criterio de expertos. El trabajo subrayó con la propuesta de estrategia que el aprendizaje del inglés requiere de interacción constante entre los estudiantes en contextos virtuales y presenciales. Palabras claves: Estrategia, enseñanza aprendizaje, modalidad combinada, criterio de expertos   Learning and teaching: a pro virtual proposal for English in the present university level context  Abstract  To learn English as a foreign language has several possibilities to be done that are expressed in the way of learning that are used, from the face- to- face teaching to the virtual one or the combination of both. In the current times a thought has been prioritized on how to transform the technology and the tools used for teaching and learning instead of the forms of learning with them, for that reason the problem of this work is how to achieve the interaction by means of technology leading towards the development of the foreign language by the students in the technical degrees. The pursued objective is the elaboration of a methodological strategy that contributes to the development of the oral speaking competence in the blended learning for English teaching and learning as a foreign language for the technical degrees at the University, what constitutes the main contribution of this work and was corroborated by means of the experts’ analysis.  The paper underlined that leaning English requires constant interaction in virtual and face to face contexts as in the case of this strategy.  Key words: Strategy, teaching and learning, blended learning, experts' analysis

Using Blended Learning Approach to Deliver Courses in an Engineering Programme

2018 ◽  
pp. 1016-1034
Author(s):  
Richie Moalosi ◽  
Jacek Uziak ◽  
Moses Tunde Oladiran
Keyword(s):  
Blended Learning ◽  
Teaching And Learning ◽  
Engineering Students ◽  
Learning Preferences ◽  
Learning Approach ◽  
Mechanics Of Machines ◽  
Learning And Teaching ◽  
Face To Face ◽  
University Of Botswana ◽  
The University

The paper discusses how the use of blended learning approach was adopted to deliver a 3rd year Mechanics of Machines course for Mechanical Engineering students at the University of Botswana. The course delivery involved a mix of both face-to-face and Blackboard technology to create an efficient and effective learning environment. A survey of 101 students was conducted over a period of 3 years for the respondents to evaluate their teaching and learning preferences. The results show that students accepted the blended learning approach because of its benefits. More lecturers are encouraged to use blended learning and teaching approaches to promote active, independent and lifelong learning.

scholarly journals Student Teachers’ Acceptance towards Blended Learning in Teaching and Learning Psycholinguistics

2020 ◽  
Vol 3 (1) ◽  
pp. 11-17
Author(s):  
Rosmania Rima
Keyword(s):  
Blended Learning ◽  
Student Teachers ◽  
Undergraduate Students ◽  
Teaching And Learning ◽  
Ease Of Use ◽  
Perceived Usefulness ◽  
Perceived Ease Of Use ◽  
Face To Face ◽  
Face To Face Learning ◽  
Students Attitudes

This study aimed at examining student teachers’ acceptance toward blended learning in teaching and learning Psycholinguistics. It focuses on  students’ attitudes toward using SPADA at spada.untirta.ac.id as learning management system combined with face to face learning. The survey involves 118 undergraduate students enrolled in Psycholinguistics course of English Department Untirta. Technological Acceptance Model (TAM), questionaire and interview are used to obtain the data. The learners’ acceptance toward the blended learning in Psycholinguistics course in overall is at a very good level, including the perceived usefulness and the perceived ease of use. For further research, it is suggested to explore the factors that influence teachers' acceptance with blended learning and the proportion between online and face to face learning.

Sign in / Sign up

Export Citation Format

Share Document